2. 1 Psychology 3260: Personality & Social Development Don Hartmann Spring 2007 Lecture 4b: ©Methods IV

3. 2 Developmental Methods III: Overview Highlights from the handout on panel discussions Developmental Methods (continued) The simple designs, their advantages and disadvantages, including confounding introduction to sequential designs Overlaps with text, pp. 27-30 Next: Lecture #7: Skinner

4. 3 Highlights from the HO on Panel Discussions (1) “…I do think that only truly interested and willing parties should even consider this project as an option. It just isn’t fair to jeopardize the learning of others if you aren’t willing to work and provide something worthwhile” (Student, A2004). Each panel will be composed of a team of approx. 4 classmates. The presentation should focus on some controversial or otherwise interesting topic on social/personality development that has either important social policy or child-rearing implication. There are not enough time slots for everyone, so available slots will be allotted on first come ‑ first serve and level of preparation bases. at least two weeks prior to your scheduled presentation time, make an appointment with me (e.g., after class or via email). Coordinate, practice, provide feedback, etc. It has got to be good!

5. 4 Highlights from the HO on Panel Discussions (2) If, during the presentation, you take more than your allotted time, you will not receive a grade higher than a C. Provide me with a disc containing your group’s PowerPoint presentation—to be put on our WEB site—at the conclusion on your presentation. On the Monday following your presentation, each participant should hand in a packet of 7 ‑ 10 pages that includes the following five items: (1) a cover page (similar to that used for a term paper); (2) 3 ‑ 4 usable multiple ‑ choice questions on the presentation; (3) a brief description on how your group functioned and how you prepared for your presentation; (4) a typed copy of your presentation notes(2 ‑ 3 pages) + the references you used; and (5) your evaluation of your experience as a panelist. [Examples of the material to be handed in are available at the Marriott Reserve Desk.]

6. 5 An Attempt at Clarification: The Sequential Designs Combinations of Longitudinal & Cross-Sectional Designs Attempt to Clarify meaning of results obtained from simple developmental designs

7. 6 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

8. 7 “Results” of our Sequential Investigation Mean Aggressive Responses Age in Years 1978 T of T 1980 T of T

9. 8 ‘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).

10. 9 Summary Developmental Designs Age, cohort, & time of testing—the fat & non- causal variables in developmental investigations The simple, building block designs & their confounds The sequential designs that hopefully clarify Next: Lect. #07: Skinner (and if you need it, read the “introduction to theory” lecture—it is somewhat amusing as well) Go in Peace!

11. 10 Current Events & Social Development Topic: The effect of the Iraqi war on children Our approach Clarifying the issue (question) How to address the issue Resources

12. 11 CED: Clarifying the Issue  Observing children or experiencing children?  Are we attempting to relate social development to the war as a background event in our life? (E.g., it’s there, but mom and dad don’t say anything about it.)  To observing scenes of the war? What scenes? (E.g., heroism, destruction, dead children?)  And in what context? (E.g., mom and dad saying how sad it is that people deal with issues that way.)

13. 12 CED: Looking for an Answer Does psychological theory or research data speak to the issues? Does theory and/or data speak to the issues directly or indirectly? Indirectly only: Effects of war on participants Effects of viewing violence Effects of parental socialization

14. 13 CED: References A formal search Text: War; Nothing Violence: See under TV Socialization by parents: See under parents and parenting. Other texts on social development & abnormal psychology WEB—some winners!

15. 14 CED: References More WEB: http://www.warchild.org/ !PsychInfo: 99 entries under war & children !Card catalogue

16. 15 Current Events Discussion: Children & War on TV (a) Children observe TV about 20+ hours/weekly Exposed to about 25 violent act/viewing hour Findings indicate the following effects: Desensitization Acceptance of violence Fearfulness & confusion

17. 16 Current Events Discussion: Children & War on TV (b) Parents can (see http://www.lionlamb.org/) Co-watch TV and comment on the content; use as socialization opportunity Reinforce humanitarian values—e.g., respect for people, religious differences Teach geography Monitor and set limits on viewing Offer alternatives to TV