Nanyang Technological University HP 2300 Developmental Psychology Lecture 1-i Perspectives & Methods PDF

2023-2024 ASSOC P R OF SET OH P EI P EI [email protected] ASST PR OF LUO LI ZHU [email protected] PSYCHOLOGY, NANYANG TECHNOLOGICAL UNIVERSITY COURSE SYLLABUS HP2300: DEVELOPMENTAL PSYCHOLOGY AY 2023-24 Semester 2 Infants and young children Developmental topics Tutorial introduction Tutorial pres...

2023-2024 ASSOC P R OF SET OH P EI P EI [email protected] ASST PR OF LUO LI ZHU [email protected] PSYCHOLOGY, NANYANG TECHNOLOGICAL UNIVERSITY COURSE SYLLABUS HP2300: DEVELOPMENTAL PSYCHOLOGY AY 2023-24 Semester 2 Infants and young children Developmental topics Tutorial introduction Tutorial presentations Quiz MASTER CREATE/ APPLY ENGAGE Cognitive Development: The Newborn; Perceptual Development I - Piaget’s Theories; II - Piaget Revisited; Prenatal Development Motor Development; Infant Cognition Jan 16 Jan 30 Introduction & Methods; Jan 23 Preparations for Language, First Words and Sentences Early Conceptual Devt; Theory of Mind Feb 6 Feb 13 Attachment and Temperament Moral Development; Early Emotional Development QUIZ Feb 20 Feb 27 Achievement Mar 12 Mar 19 QUIZ Weeks 1 to 7: Prof Luo Peer Relationships & Gender Development Social Devt: Environmental Contexts & the Modern Family Mar 26 April 2 Apr 9 Online Session: Born to be Good Apr 16 Apr 29 FINAL EXAM Weeks 8 to 13: Prof Setoh Introduction & Methods; Prenatal Development Jan 16 01 Introduction Perspectives in Developmental Psychology What is human development about? Overview of Child Psychology Child development as a scientific field Major findings about how children develop Ways of thinking about children Focus on research  What we know  How we know it Two Major Questions NORMATIVE DEVELOPMENT: How do children typically develop the knowledge, skills, and personality characteristics that allow them to become successful adults? e.g., when are children most aggressive? INDIVIDUAL DIFFERENCES: How do variations (differences) among children come about? e.g., why are some kids more aggressive than others? Video Example Nature vs. Environmental factors Genetic factors (shape our traits and characteristics) Nurture ? (e.g., upbringing, culture, experiences) Gene-environment interaction What this class is NOT about: This is not a parenting course This is not a class on abnormal development  Research Methods in Developmental Psychology  Babies’ Physical Development  Perceptual and Cognitive Development  Language Development  Contexts of Development Topics  Social and Emotional Development  Intelligence and Achievement  Gender Development MORE…… Topics  Babies’ Physical Development Prenatal Hear? Smell? Taste? Newborn Rooting/grasping Reflex? Topics  Perceptual & Cognitive Development The Development Of Object Permanence Does the baby know the toy is still there? Topics Piaget’s theory of cognitive development  Four stages;  Consistent sequence; Current perspectives Jean Piaget (1896-1980) Swiss scientist Topics  Language Development Topics  Contexts of Development Bronfenbrenner’s Ecological Systems Theory Topics  Social & Emotional Development Attachment relationships Culture development What is universal? What is culture-specific? Topics  Intelligence & Achievement Topics  Gender development  Research Methods in Developmental Psychology  Babies’ Physical Development  Perceptual and Cognitive Development  Language Development  Contexts of Development Topics  Social and Emotional Development  Intelligence and Achievement  Gender Development MORE…… 02 Research Methods Outline What How I. What is the scientific method II. Common data collection methods III. Basic types of research designs I. What is the scientific method? Goal: Explain how things work Ask: http://xkcd.com/242 Why? I. What is the scientific method? Theory: An integrated set of statements that describe, explain, and predict a behavior. Hypothesis: A prediction about a behavior that is drawn from a theory. Opinions: Scientific? Objective? I. What is the scientific method? Question: How can we turn our opinions into something scientific? Answer: Gathering evidence! The key to science is evaluating theories and hypotheses on the basis of DATA. OBJECTIVE I. What is the scientific method? II. Common methods 1. Self-reports Questionnaires/surveys Interviews 2. Systematic Observations Naturalistic observations Structured observations 3. Psychophysiology II. Common methods Questionnaires/surveys  Pros: Quick way to gather lots of info Standardized format  easy comparison across participants Likert scales: e.g., arousal rating Checklist: e.g., Child Behavior Checklist (CBCL)  Cons: Relatively little depth Presentation bias Challenges in capturing developmental change II. Common methods Interviews Clinical Interview Semi-Structured Interview  Jean Piaget’s clinical interview on children's moral development. J: Do you know what lying is? C: It means saying something that is not true. J: Is saying 2+2=5 a lie? C: Yes, it's a lie. J: Why? C: Because it's not true. J: Does the boy who said 2+2=5 know it's not true, or did he just make a mistake? C: He made a mistake. J: So, if he made a mistake, did he also lie? C: He was lying. II. Common methods Interviews  Pros Can express thoughts in own words Comfortable setting Flexible  can ask more questions Depth of information  Cons: Findings may not be generalizable Interviewer effects Low linguistic proficiency Possibility of inaccuracy Labour-intensive II. Common methods Naturalistic observations  Pros: More natural & realistic  high ecological validity Direct observation of behavior Social interaction  Cons: Low base rate of behavior Reactivity Lack of control II. Common methods Structured observations Grazyna Kochanska University of Iowa. A study of infants’ compliance with parental instructions. II. Common methods Structured observations  Pros: Observed in the same context  controlled comparisons Directly observe specific behavior of interest Efficient for infrequent events  Cons: Lab setting is less “natural”  reduces ecological validity Reactivity: differ from real-life situations II. Common methods Psychophysiology  Heart rate Slows down when interested Speeds up when distressed  EEG/ERP: states of arousal  fMRI: specialized brain regions II. Common methods Psychophysiology Pros: Objective Cons: Time-consuming Mediation Require theory to interpret findings Complex data analyses III.Basic Types of Research Designs To examine the associations between variables: Experimental & Correlational Designs To study developmental change over time: Longitudinal & Cross-sectional Designs Experimental Design  Aim: To establish causal relationship Effect of X on Y  Independent Variable (IV) Hypothesised cause.  Dependent Variable (DV) Hypothesised outcome/effect.  Logic of experiment: To create/manipulate different levels/conditions of the IV to establish effects of the manipulation on the DV. i.e., DV dependent on the levels of IV. Experimental Design  Experimental group  Control group Two common ways to assign children into groups: Random assignment: by chance Matching: by pre-existing characteristics (e.g., gender, age, ethnicity) Experimental Design Two Definitions of IV & DV  Conceptual Definitions: Theoretical variables of interest as stated in the hypothesis.  Operational Definitions: Practical realization of variables: Translating a conceptual variable into how it will be used in experiments. Concrete and measurable Experimental Design Experimental Design Operationalise this! “Media violence causes aggressive behavior” Experimental Design “Media violence causes aggressive behavior” Conceptual IV Media violence Operational IV e.g., Exposure to 30 mins of TV series 1. Violent: “Loony Tunes” 2. Non-violent: “Sesame street” Conceptual DV Aggression Operational DV Play a video game where their responses can indicate aggressiveness. 1. No. of shots fired 2. No. of Bombs dropped, etc. Experimental Design Gap between Conceptual vs. Operational Variables  There’s always going to be a gap between conceptual and operationalised variables. Example of good mapping/correspondence: Internet use  Hours of internet surfing Example of bigger gap: Aggression  Aggression in a video game (only captures the behavior of playing video games. What about aggression towards peers? )  Be conscious of what researchers use to measure or manipulate what they are really trying to find. Experimental Design Observational learning of aggression (Bandura, 1961) Experimental Design Advantages of Experiments The best and most powerful method to determine causality  Specifically, investigating the question whether X has caused Y. Experimental Design Limitations of Experiments 1. Ethical reasons: E.g. Abusive home environment 2. Some variables (IV) simply cannot be manipulated E.g. Race, Gender, Marital status, etc. Need to use natural groupings  Partial manipulation  Quasi-experiment Can use field research 3. Time and resources Correlational Design  Aim: To assess the direction and strength of the relationship among the variables stated in the hypothesis.  Variables are only observed with no manipulation or intervention by researchers. Example: mom’s report and kid’s aggressive behavior  Variables vary in quantity and amount. Example: NO. of watching violent TV programs Example: r = -0.7 Range  1 to –1 (0, no relationship) Absolute value  strength of the relationship Sign (+/-)  direction of the effect Positive Correlation Negative Correlation Correlational Design  Statistic: correlation coefficient (r). Variable B Variable B Negative Correlation Variable A Variable A Correlational Design Positive Correlation Variable B Variable A Correlational Design No Correlation  Causation can only be inferred through experimental designs involving manipulation.  Correlation CANNOT infer causation Example: Watching violent cartoons is positively associated with aggressive behaviors in kids. Does watching violent cartoons cause aggression? Does aggression cause violent cartoons watching? Perhaps low parental control causes both violent cartoons watching and aggressive behavior? Correlational Design Correlation ≠ Causation III.Basic Types of Research Designs To examine the associations between variables: Experimental & Correlational Designs To study developmental change over time: Longitudinal & Cross-sectional Designs Longitudinal Design  Pros: Stability and developmental changes of a behavior over time Long-term effects or early predictors of a behavior  Cons: Substantial commitment of time and expense Attrition/loss of participants Examine the behavior of interest within the Training effect same group of Changes in measurement techniques participants over time. Cross-sectional Design  Pros: Time efficiency Examine the behavior of interest by comparing groups of One-time assessment children at different ages  Cons: Inability to follow specific individual’s development; less sensitive to individual differences Cannot establish causation Cohort effects Take-away Message  The study of child development is a scientific field that covers a range of topics.  It employs scientific methods to gather data, with each method having its strengths and weaknesses.  It's important to use scientific thinking to critically evaluate the findings in developmental research. 2023-2024 T HANK YO U!