Chapter 2: Psychological Research
Learning objectives
- Explain how the scientific method is used in researching development
- Compare various types and objectives of developmental research
- Describe methods for collecting research data (including observation, survey, case study, content analysis, and secondary content analysis)
- Explain correlational research
- Describe the value of experimental research
- Compare the advantages and disadvantages of developmental research designs (cross-sectional, longitudinal, and sequential)
- Describe challenges associated with conducting research in lifespan development
How do we know what changes and stays the same (and when and why) in development? We rely on research that utilizes the scientific method so that we can have confidence in the findings. How data are collected and analyzed vary by the type of information sought. The design of the study will affect the data and the conclusions that can be drawn from them about actual age changes.
Research in Development
An essential part of learning any science is having a basic knowledge of the techniques used in gathering information. The hallmark of scientific investigation is that of following a set of procedures designed to keep questioning or skepticism alive while describing, explaining, or testing any phenomenon. Not long ago, a friend said to me that he did not trust academicians or researchers because they always seem to change their story. That, however, is precisely what science is all about; it involves continuously renewing our understanding of the subjects in question and an ongoing investigation of how and why events occur. Science is a vehicle for going on a never-ending journey. In the area of development, we have seen changes in recommendations for nutrition, in explanations of psychological states as people age, and in parenting advice. So think of learning about human development as a lifelong endeavor.
Personal Knowledge
How do we know what we know? Take a moment to identify two things that you know about adolescence. Now, how do you know? Chances are you know these things based on your own history, what others have told you, or cultural ideas (Seccombe and Warner, 2004). There are several problems with personal inquiry, or drawing conclusions based on our personal experiences. Read the following sentence aloud:
Paris in the
the spring
Are you sure that is what it said? Read it again.
If you read it differently the second time (adding the second “the”), you just experienced one of the problems with relying on personal inquiry; that is, the tendency to see what we believe. Our assumptions very often guide our perceptions; consequently, when we believe something, we tend to see it even if it is not there. Have you heard the saying, “seeing is believing”? Well, the truth is just the opposite: believing is seeing. This problem may just be a result of cognitive ‘blinders,’ or it may be part of a more conscious attempt to support our own views. Confirmation bias is the tendency to look for evidence that we are right, and in so doing, we ignore contradictory evidence.
Philosopher Karl Popper suggested that the distinction between that which is scientific and that which is unscientific is that science is falsifiable; scientific inquiry involves attempts to reject or refute a theory or set of assumptions (Thornton, 2005). A theory that cannot be falsified is not scientific. And much of what we do in personal inquiry involves drawing conclusions based on what we have personally experienced or validating our own experience by discussing what we think is true with others who share the same views. Science offers a more systematic way to make comparisons and guard against bias.
