2. 1 Term Paper Handout #7 Some term-paper preparation errors that are easily avoided: – Check in with me on your proposed topic(s). I might be able to help you with references and save you from some anticipatable problems – Give your editors enough time to edit your paper and get it back to you for revision before the due date – Don’t be afraid to make all of the suggested changes that are relevant in the papers you edit. Your extra credit will depend on the number and quality of your editing suggestions—including correction of references – Read the term-paper handout and the little tidbits I inserted prior to and at the end of each lecture

3. 2 Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 7: © Methods II: Developmental Designs

4. 3 Administrative Announcements The following WEB Discussion groups may be open to additional membership: – 4♀+1♂ (see Tiffanie Burgon) – The Justice League (see Sarah Formosa) – Pith Helmets (see Mike Gillham) If you come up to visit, – and there is a crowd, have a seat in 604, diagonal from my office, if there is not a meeting there. – The 6 th floor bathroom is directly north of the elevator banks, and is coed, so knock before entering, and lock after entering—unless you prefer bathroom visitors. – If you plan on discussing your term paper, and we might discuss a topic that is at least semi-confidential, you may want to close my office door to a crack. – If we meet over lunch time, bring along your lunch if you like, as I may also be nibbling.

5. 4 What’s Forthcoming Next week we shall discuss puberty—a hot issue. To make our discussion useful, could you please think of issues – that arose during your puberty that distressed you? – that your parents discussed with you during puberty that helped you get through puberty? – that your parents failed to discuss with you or did so inadequately during puberty that made puberty worse for you? If you keep a diary or journal, it might be useful to page back to your puberty when responding to these inquiries. If you feel uncomfortable about bringing up an issue, but would like to have it used for the class discussion, please email a description of the issue in enough detail so that it could contribute to our discussion. Some issues that have come up in the past include the following: – Early maturation in girls with teasing (“stuffing”) and

6. 5 Discussion Topic #6 #6 Sex Rears it Ugly Head. Psyched I (Summary due Thursday, September 22). Some have argued that Freud was all wet because he focused too much on the role of sex in development. Do you think that he was “all wet” on this issue? You might address the following sub issues: What do you think about the importance of sex in our lives? What did Freud mean by sex? Feel free to comment on other discussant’s replies.

7. 6 Discussion Topic #7 #7 Interpreting Correlation Coefficients. Pith Helmets I. (Summary-Evaluation due on Friday, September 23rd ). An investigator reports a sizable correlation between the size of male college students’ biceps and their GPA (or female students’ bust size and their GPA). Please give a possible interpretation of that correlation, and briefly describe a study that could evaluate your interpretation.

8. 7 WEB Discussion Process Group#1 due#2 due#3 due#4 due#5 due Whippets09/12 Hotties09/13 4♀+1♂09/19 GypsyMafia09/20 JusticeLeague09/21 Psyched09/22 PithHelmets09/23 ---------- Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date.

9. 8 Handout Summary Handout WEB Date Date 10, HO-Term Paper*08/12 11. Lect. #2: Historical Perspect.08/12 12. HO-Suppl. Proj. #1*08/12 13. Lect. #3: Devel. Issues08/15 14. HO-Completing a Film Review*08/14 15. HO-Preparing a Book Review08/14 16. Completed Class Locator08/31 17. Lect. #4: Introduction to Theory09/02 18. Lect. #5: Bandura09/02 19. Supplemental Lecture: Termpaper09/06 20. Lect. #6: Method I09/07 21. Lect. #7: Method II09/09 ----- *Indicates handouts discussed in class.

10. 9 Sample Lecture Critique Name: R Gyle King Lecture Critique: #2: Historical Perspectives The good: (I should say that I had a difficult time thinking of anything good to say.) Using PowerPoint and handing out candy—but watch your aim; you almost killed the girl I love. The instructor is tall, dark, and reasonably upright for an old person. The less good: Who cares about the ancient past? We want sex, drugs, & violence, not history. And if you are going to talk about the “father” of adolescent psychology, why not talk about the mother as well—or are you a sexist? Is it necessary to talk about Hall’s sexual practices? Sex is holly, and belongs in the bedroom. Stick with English; your German rendition of “storm and stress” would make Goethe turn in his grave. I really don’t understand what salt story (is that how you pronounced it?) has to do with growth, or have you confused this course with naval sciences. Use larger print size on your slides. I have 20/10 vision, and your slides are all a big blur to me.

11. 10 Evaluating Experiments Pluses: – Direction of causation clear—so addresses the causal question. Minuses: – Not all studies allow for random assignment—e.g., who is early maturer and who is late maturer. – Simply because a variable may be causal in some experiment doesn’t necessarily mean that it is important in real life. – Artificiality may result in limited generalization…

12. 11 Evaluating Laboratory Vs. Naturalistic Experiments Artificiality of Laboratory versus the control it affords over the phenomena studied Laboratory studies illustrate Bronfenbrenner’s concerns that child psychology is increasing “..the science of the strange behavior of children in strange situations with strange adults.”

13. 12 Supplementary References Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1988). Introduction to research methods: Life-span developmental psychology. Hillsdale, NJ: Lawrence Erlbaum. Hartmann, D P. (2005). Assessing growth in longitudinal investigations: Selected measurement and design issues. In D. Teti (Ed.), Handbook of research methods in developmental psychology (pp. 319- 339). Oxford, UK: Blackwell..

14. 13 Overview Developmental Designs—designs for examining developmental questions Goals: Understanding the basic designs used by developmental psychologists. Coordinates with text, chapter 2, p. 65-66 & pp. 69-73 The Defining Variables: Age, Cohort, & Time of Assessment The Designs – Longitudinal – Cross-Sectional Next: Lecture #8--Puberty

15. 14 The Three (Defining) Variables Underlying Developmental Designs Age—the 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 year that the assessment occurred

16. 15 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 table

17. 16

18. 17 A Simple Developmental Design: The Longitudinal Design Longitudinal: The same cohort repeatedly assessed over time

19. 18 Illustration of a Longitudinal Design, ages 4-8 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

20. 19 “Results” of our Longitudinal Investigation Mean Aggressive Responses Age in Years (Time of Testing in parenthesis)

21. 20 Evaluation of The Longitudinal Design Advantages: Provides a direct measure of age changes Disadvantages: – Costly – Subject loss (attrition) may result in non-representative samples, and non-equivalent samples across time – Measures become obsolescent & questionably equivalent across time – Repeated testing effects; and most importantly – Results may be limited to cohort assessed (cross generational problem) – Difficulty in separating age effects from time-of-testing effects (the two interpretations are confounded)

22. 21 Confounding in the Longitudinal 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 age, or? Is it time of testing?

23. 22 Do Times Really Change?

24. 23 Another Simple Developmental Design: The Cross-Sectional Design Cross-sectional: Different cohorts assessed at the same time—thus they are of different ages

25. 24 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

26. 25 “Results” of our Cross-Sectional Investigation Mean Aggressive Responses Age in Years (Cohort in parentheses)

27. 26 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?

28. 27 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?  Difficult to separate (Confounds) age differences with cohort differences

29. 28 A Final Thought.. Assume we can attribute a change to age—that either time of assessment in the longitudinal design or cohort in the cross-sectional design is implausible. Is age really even a cause? Or is it instead something associated with age that is the cause? E.g., is the greater running speed of older children – really due to age – or instead to the larger muscles and better coordination that older children have?

30. 29 Summary of: Methods I Developmental Methods—how we study development – The Defining Variables: Age, Cohort, & Time of Assessment – The Designs: Longitudinal & Cross- sectional Next: Lecture #8--Puberty Go in Peace