Research Methods: In Child Psychology
Research plan: 1. Theory 2. Hypothesis 3. Method –to test hypothesis. 4. Conduct study (gather data) 5. Conclusions -- does data support our theory or not?
Say we wanted to study all 5 yr-olds social behavior in the US? Could we do this???? Could we do this????
No!!! It would be too exhaustive Instead get a representative sample of 5-yr-olds That reflects entire population of 5 yr-olds in the US.
Poor Sample #1 A researcher wants to study the way children’s vocabularies change over time. Living near a private nursery school in a rather affluent suburban community, she selects thirty 3-year olds and thirty 5-year olds from the school population and carefully tests their vocabulary levels. Based on the performance of these children of professional parents the investigator reports that she now has a set of norms or guidelines for what may be expected of preschooler’s vocabulary knowledge. A researcher wants to study the way children’s vocabularies change over time. Living near a private nursery school in a rather affluent suburban community, she selects thirty 3-year olds and thirty 5-year olds from the school population and carefully tests their vocabulary levels. Based on the performance of these children of professional parents the investigator reports that she now has a set of norms or guidelines for what may be expected of preschooler’s vocabulary knowledge. What’s wrong with this sample????? What’s wrong with this sample?????
Problems with Sample #1 1. Kids of professionals—tend to have larger vocabularies than kids of less educated folks. 1. Kids of professionals—tend to have larger vocabularies than kids of less educated folks. 2. Kids in this sample—not representative of kids across US. 2. Kids in this sample—not representative of kids across US. 3. This nursery school is likely to be superior in quality to a school in the ghetto.
Poor Sample #2 You are interested in the development of aggressive behavior in children. You select a sample of children who have been brought to a psychological clinic because of family problems. There are 30 boys and 5 girls in the sample, and all come from a poor part of a large urban area. You evaluate various aspects of the children’s behavior by watching them play with other children and by asking them how they would resolve a dispute with a peer. You assess how well each child’s parents get along and how much TV the children watch. Ultimately, you conclude that boys are more aggressive than girls, and that aggression in children is related both to watching a lot of TV viewing and to parental fighting. You are interested in the development of aggressive behavior in children. You select a sample of children who have been brought to a psychological clinic because of family problems. There are 30 boys and 5 girls in the sample, and all come from a poor part of a large urban area. You evaluate various aspects of the children’s behavior by watching them play with other children and by asking them how they would resolve a dispute with a peer. You assess how well each child’s parents get along and how much TV the children watch. Ultimately, you conclude that boys are more aggressive than girls, and that aggression in children is related both to watching a lot of TV viewing and to parental fighting. What’s wrong with this sample???? What’s wrong with this sample????
Problems: Sample 2 1. Families who bring their kids to clinics— may be different than families who don’t. 1. Families who bring their kids to clinics— may be different than families who don’t. 2. Conclusions regarding gender cannot be validly drawn from this sample. 2. Conclusions regarding gender cannot be validly drawn from this sample. 3. Sample focuses on poor kids, not representative of kids in pop. 3. Sample focuses on poor kids, not representative of kids in pop.
National Survey Is a nationally representative group of people. Is a nationally representative group of people. E.g., National Longitudinal Survey of Youth (NLSY) started in E.g., National Longitudinal Survey of Youth (NLSY) started in Survey participants—drawn from 235 areas, including 485 countries and cities across US.
Data Collection A. Self-Reports: A. Self-Reports: 1. Children’s Self-Reports 1. Children’s Self-Reports Problem’s with these??? Problem’s with these???
On self reports, children may be: less attentive less attentive slower to respond slower to respond Unable to understand questions. Unable to understand questions.
Kids should only be interviewed alone!! Although usually truthful, kids will tend to be less truthful if a parent is present during questioning.
2. Self-reports: Family members: 1. Based on multiple observations over time in a variety of situations. 1. Based on multiple observations over time in a variety of situations. 2. The parent’s perceptions of the child can be obtained. 2. The parent’s perceptions of the child can be obtained. 3. What’s the family structure? 3. What’s the family structure?
Problems: 1. Parents--less likely to report problems with their child’s development. 1. Parents--less likely to report problems with their child’s development. 2. Parents may provide inaccurate reports of their childcare practices. 2. Parents may provide inaccurate reports of their childcare practices.Why?????
Methods to improve family reports: 1. Ask about recent events. 1. Ask about recent events. 2. Phone parents nightly & ask about specific behaviors (hitting, etc.) 2. Phone parents nightly & ask about specific behaviors (hitting, etc.) 3. Have parents keep behavior diary. 3. Have parents keep behavior diary. 4. Have parents carry (cell phone) to be called at random times, to assess behavior. 4. Have parents carry (cell phone) to be called at random times, to assess behavior.
3. Teachers and Peers may give reports: 1. Ask child’s peers to “rate” how well liked he/she is (“I like playing with Jane alot.”) 1. Ask child’s peers to “rate” how well liked he/she is (“I like playing with Jane alot.”) Tells you-- child’s social status!! 2. Teachers--rate child’s performance in class on several dimensions.
B. Direct Observation Allows us to see child in action. Allows us to see child in action. Problems: Problems: 1. Children often act differently at home than at school. 1. Children often act differently at home than at school. 2. People respond different when being observed. 2. People respond different when being observed.
Methods of observation: Specimen record (records everything a child does for a fixed period of time). Gets broad range of behaviors. Specimen record (records everything a child does for a fixed period of time). Gets broad range of behaviors. Event sampling (only records instances when particular behavior occurs.) Event sampling (only records instances when particular behavior occurs.) Time sampling (researcher checks off any of the behaviors listed on a sheet that occur during a predetermined time period). Time sampling (researcher checks off any of the behaviors listed on a sheet that occur during a predetermined time period).
Correlation studies Yields a measure of the strength and direction of the relationship between two or more factors. Yields a measure of the strength and direction of the relationship between two or more factors. Correlation coefficient (–1.00 to +1.00) Correlation coefficient (–1.00 to +1.00) Sign (+ or -) of correlation indicates direction of relationship. Number-indicates magnitude of relationship.
Weight & Huston (1995) study: Studied TV viewing of preschool kids in low- income areas. Studied TV viewing of preschool kids in low- income areas. Kids were 2 or 4 at start of study, 5 or 7 at end. Kids were 2 or 4 at start of study, 5 or 7 at end. Parents recorded kids behavior (including TV viewing). Parents recorded kids behavior (including TV viewing). Every year, kids took a variety of cognitive achievement tests. Every year, kids took a variety of cognitive achievement tests.
Findings: Kids who watched educational TV (Sesame Street) tended to have higher cognitive achievement scores (r=.25, p<.05). Kids who watched educational TV (Sesame Street) tended to have higher cognitive achievement scores (r=.25, p<.05). Regular TV was negatively correlated with cognitive achievement. Regular TV was negatively correlated with cognitive achievement. Did watching Sesame Street cause the kids higher test scores? Did watching Sesame Street cause the kids higher test scores?
No causal inferences can be drawn here! 1. Bright kids may be drawn to educational programs. 1. Bright kids may be drawn to educational programs. 2. Kids watching educational TV- may have parents who spend time educating them. 2. Kids watching educational TV- may have parents who spend time educating them.
Experiments: Does X cause Y? Two basic designs: Two basic designs: 1. Between-Subjects Design: 1. Between-Subjects Design: 2. Within-subjects Design: 2. Within-subjects Design:
Variables (factors) What is an independent variable (IV) ??? What is an independent variable (IV) ??? What is dependent variable (DV) ?? What is dependent variable (DV) ?? The IV is expected to influence the DV. The IV is expected to influence the DV.
Field Experiment- Friedrich & Stein (1973) Kids in nursery school --examined for 3 wks to get baseline level of aggressive behavior. Then over 4 wk period, kids watched 30 min. of TV a day. Kids randomly assigned to 1 of 3 groups. Then over 4 wk period, kids watched 30 min. of TV a day. Kids randomly assigned to 1 of 3 groups. Group 1: aggressive (Batman cartoons) Group 1: aggressive (Batman cartoons) Group 2: gentle (Mr. Rogers) Group 2: gentle (Mr. Rogers) Group 3: neutral (circus shows). Group 3: neutral (circus shows). Recorded kids aggressive behavior following TV exposure. Recorded kids aggressive behavior following TV exposure.
Results: Kids (high in baseline aggression) acted more aggressively after watching the Batman cartoons, than the other types of shows. Kids (high in baseline aggression) acted more aggressively after watching the Batman cartoons, than the other types of shows. Kids low in aggression showed no change after watching Batman. Kids low in aggression showed no change after watching Batman.
Case Study: Study one child for an extensive period of time. Study one child for an extensive period of time. Allows for an in-depth look at a particular phenomenon. Allows for an in-depth look at a particular phenomenon.
Studying Change over time The Cross-Sectional method – study several age groups simultaneously. The Cross-Sectional method – study several age groups simultaneously. The Longitudinal Method – study same individuals for extended period of time. The Longitudinal Method – study same individuals for extended period of time.
Sequential Method