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Week 3 Notes

by: Vanessa Zimmerman

Week 3 Notes PSYC 10400

Vanessa Zimmerman

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About this Document

Research; how it is done, how data is documented and collected, etc.
Introduction to Developmental Psychology
Cyndy L. Scheibe
Class Notes
developmental psychology, Psychology, psych, development, developmental, intro, Introduction, introduction to developmental psychology
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This 1 page Class Notes was uploaded by Vanessa Zimmerman on Tuesday March 22, 2016. The Class Notes belongs to PSYC 10400 at Ithaca College taught by Cyndy L. Scheibe in Fall 2015. Since its upload, it has received 10 views. For similar materials see Introduction to Developmental Psychology in Psychlogy at Ithaca College.


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Date Created: 03/22/16
Week  3  Developmental  Psychology  Notes     Conducting Ethical Research: informed consent: all participants must know what their research participation will involve and what risks might develop. confidentiality: researchers are responsible for keeping all of the data they gather on individuals completely confidential and, when possible, completely anonymous debriefing: after the study is completed, the participants should be informed on the purpose and the methods that were used. deception: in some circumstances, telling the participants what the research study is beforehand would alter the partici pant’s behavior and invalidates the researcher’s data.   Correlational  (observational)  Study:       Observes  and  measures  what  is  already  happening  and  the  person’s  characteristics   Negative  Correlation-­‐  1  thing  increases  the  other  decreases   Positive  Correlation-­‐  1  thing  increases  the  other  increases     *Further  away  from  0  the  greater  the  correlation  (goes  from  -­‐1  to  1)     Random  Sample:  Have  a  list  of  everyone  in  population   **  almost  impossible  to  get  random  sample**   -­‐when  someone  says  no,  it  is  no  longer  a  random  sample     Experiments  don’t  need  a  random  sample,  but  a  random  assignment    *AGE*       Cross-­‐Sectional:  (done  the  most  often)  2  or  more  age  groups  (different  cohorts)  each  person   studied  1  time   Age:  30-­‐50-­‐70   Year  2009   Strength:  fast,  easy,  cheap   Weakness:  haven’t  observed  any  change,  only  implied,  cohort  effects     (intraindividual  change)       Longitudinal:  one  age  group  (cohort)  to  start.  Subject  studied  more  than  once   Age:  30-­‐50-­‐70   Year  2009-­‐2029-­‐2049   Strength:  actual  see  change   Weakness:  takes  time,  person  studied  may  die     Sequential  (cross-­‐lag):  more  than  1  age  group  (cohort)  to  start.  Each  studied  more  than  once   Age:  30-­‐30-­‐30                    50-­‐50-­‐50                    70-­‐70-­‐70   Strength:  lot  of  data   Weakness:  takes  time,  people  may  die  


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