2. 1 Psychology 3260: Personality & Social Development Don Hartmann Spring 2007 Lecture 04a: ©Method III

3. 2 Sample Lecture Critique (Fictitious) Introductory Lecture (#1) 1. Loved the PowerPoint slides, the sounds (though they need to be louder) and the cheesy clipart. 2. Also liked the generally relaxed informal style, your interactions with students, and candy—though watch where you throw it! 3. But please, less joking around (college is serious business) and watch the language (I have already counted 7 expression prohibited in the newspaper—I work at the News) and the excessive playfulness. As I said before, college is serious business. 4. Could you cut the “getting to know thy neighbor” bit. I don’t want my privacy violated by a bunch of suck-up classmates. I work alone, like it that way, and don’t like your coercive attempts at changing that. While we are on the topic of privacy: I am taking this course to have enough credits to graduate; that’s it. I don’t want you, me, or anyone else messing with my internal self. So BUG OFF, big fella. 5. Oh, I think that your sticky-out ears are really cute. Could I touch them sometime? 6. And what do you really have in that so-called oxygen tank?

4. 3 Developmental Methods III: Overview Highlights from the handout on term papers Conclusion of circles, rectangles, and arrows Developmental Methods Developmental function vs. Individual Differences (IDs) The FAT variables: Age, Cohort, & Time of Assessment The simple designs, their advantages and disadvantages, including confounding introduction to sequential designs Overlaps with text, pp. 27-30 Next: Lecture #4b: Method IV (continuation of Method III)

5. 4 Highlights from HO: Autobiographical Term Paper (1) 11 ‑ 14 pages: cover + abstract + text + references + project evaluation Write about a social behavior that interests you, that you would like to learn more about, that has implications for your future like, and that theorists and investigators have addressed Check with me about topic and possible references. Read at least one exemplary paper on reserve under Psych. 3260 at Marriott Read the section in our text on the issue; check some of the references mentioned there; consult PsycInfo and possibly Marriott card catalogue Also check other content and stylistic resources, including the WEB resources listed on the handout, on the WEB site under WEB Resources (e.g., APA Format), and under Supplementary Lecture Material (PowerPoint presentation entitled “Term Paper”)

6. 5 Highlights from HO: Autobiographical Term Paper (2) Draft the paper; send me a copy of the abstract and one reference (see due date on “Class participation” HO Share the paper with one or more editors Revise appropriately Hand in complete paper. Include versions corrected by your editor(s), and include a page in which you evaluate the experience including how it might be improved

7. 6 Supplementary Readings Hartmann, D. P., & Pelzel, K. (2005). Design, measurement, and analysis in developmental research. In M. H. Bornstein & M. Lamb (Eds.), Developmental sciences: An advanced textbook (5th. ed., pp. 103-184). Mahwah, NJ: Lawrence Erlbaum. Miller, S. A. (1998). Developmental research methods (2nd ed.). Englewoods Cliffs, NJ: Prentice ‑ Hall. “Methodology, like sex, is better demonstrated than discussed.”

8. 7 Introduction to Developmental Designs Two kinds of phenomena developmentalists interested in: Individual differences within, say, an age-- IDs Age (developmental) differences—the DEVELOPMENTAL FUNCTION Let’s examine age difference in response to TV violence—say from 4 through 8. What are the designs we have to choose from?

9. 8 The Three (Fat) Variables Underlying Developmental Designs Age—usual meaning Cohort: People associated (e.g., born) in a particular time period (e.g., 1990 cohort; 2004 UofU graduates; “Baby boomers”) Time of Testing or Assessment: The time period (e.g., year) in which the assessment of the dependent variables (DVs) occurred

10. 9 Age, Cohort, & Time of Assessment TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8 Note: AGE at testing is given in body of table

11. 10 Why Are They FAT? AGE: A short ‑ hand expression with precise denotation and muddy connotations. All the variables that covary with age. COHORT: All the differences, both physiological and psychological (historical) associated with being in a particular age group TIME OF ASSESSMENT: All of those things that have happened or are happening during the particular time period when assessments are conducted

12. 11 Why are they NOT Causal! AGE: Age itself is NOT a causal variable—but something correlated with age may be (e.g., such as being smarter)! So once we know that age is implicated or involved, we only have begun to answer the question about causes. COHORT: Cohort is not causal—but something associated with cohort may be (e.g., born in a year in which the influenza is epidemic. TIME OF ASSESSMENT: Time of assessment is causal—but something occurring in time, or changing in time may be causal (e.g., climatic or economic factors). X→Y

13. 12 A Simple Developmental Design: The Longitudinal Design Longitudinal: The same cohort repeatedly assessed over time

14. 13 Illustration of a Longitudinal Design Note: Age at testing is given in table TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8

15. 14 “Results” of our Longitudinal Investigation Mean Aggressive Responses Age in Years (T of T)

16. 15 Evaluation of The Longitudinal Design Advantages: Provides a direct measure of age changes Disadvantages: Costly Subject loss or attrition results in non- representative samples, and non-equivalent samples across time Measures become obsolescent & questionably equivalent Repeated testing effects; and most importantly Results may be limited to cohort assessed (cross generational problem) Confounds age with time of testing

17. 16 More about Confounding Note: Age at testing is given in table TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8 Or is it Age? Is it T of T?

18. 17 How do I get out of here?

19. 18 Another Simple Developmental Design: The Cross-Sectional Design Cross-sectional: Different cohorts assessed at the same time—thus they are of different ages

20. 19 Illustration of the Cross-Sectional Design TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8 Note: Age at testing is given in table

21. 20 “Results” of our Cross-Sectional Investigation Mean Aggressive Responses Age in Years (Cohort)

22. 21 Evaluation of the Cross-Sectional Design Advantages:  Inexpensive (relatively) Disadvantages  No direct measure of age changes ‑‑ only age differences  Difficulty in establishing the equivalence of measures  Are the results limited to the particular time of assessment?  Confounds age differences with cohort differences

23. 22 Confounding in the Cross-Sectional Design TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8 Note: Age at testing is given in table Is it Cohort? Or is it Age?

24. 23 They come in all types...

25. 24 Summary Developmental Designs Age, cohort, & time of testing—the fat & non-causal variables in developmental investigations The simple, building block designs & their confounds Next: #4b: Method IV (continuation of Method III) Go in Peace!

26. 25 An Attempt at Clarification: The Sequential Designs Combinations of Longitudinal & Cross-Sectional Designs Attempt to Clarify meaning of results obtained from simple developmental designs

27. 26 Illustration of a Sequential Design TABLE SHOWING COHORT X AGE X TIME OF TESTING _______________________________ TIME OF TESTING COHORT 1978 1980 1982 1970 8 10 12 1972 6 8 10 1974 4 6 8 Note: Age at testing is given in table

28. 27 “Results” of our Sequential Investigation Mean Aggressive Responses Age in Years 1978 T of T 1980 T of T

29. 28 ‘Improvements’ Produced by the Sequential Design Results appear to be a function of age rather than time of testing or cohort because the performance of the two groups of 6-year-olds is the same even though they were tested at different times (1978 & 1980) and they belonged to different cohorts (1974 & 1972).