History, Issues, Methods Dixon

1
History, Issues, Methods (Dixon Lerner, Muir
Slater)Next time Continue Methods
2
Borstelmann, L. J. (1983). Children before
psychology Ideas about children from
antiquity to the late 1800s. In P. H. Mussen
(Series Ed.) W. Kessen (Vol. Ed.), Handbook
of child psychology Vol. 1. History, theory,
and methods (4th ed., pp. 1-40).
New York Wiley.Cairns, R. B., Cairns, B.
(2006). The making of developmental psychology.
In W. Damon (Series Ed.) R. M. Lerner (Vol.
Ed.), Handbook of child psychology Vol. 1.
Theoretical models of human development (6th
ed., pp. 89-165). New York Wiley. .
3
Parke, R. D., Ornstein, P. A., Rieser, J. J.,
Zahn- Waxler, C. (Eds.). (1994). A century of
developmental psychology. Washington, DC
APA.Sears, R. R. (1975). Your ancients
revisited A history of child development. In
E. M. Hetherington (Ed.), Review of child
development (Vol. 5, pp. 1-73). Chicago
University of Chicago Press. Kessen, W.
(1979). The American child and other cultural
inventions. American Psychologist, 34,
815-820.
4

• Parents Child Rearing
• Parental Roles
• Prenatal Experiences

• Sex Differences
• Education of Children
• Origins of Moral Behavior

5
LockeFear and awe ought to give you the
first power over their minds, and love and
friendship in riper years to hold it.It will
perhaps be wondered that I mention reasoning with
children and yet I cannot but think that the
true way of dealing with them. They understand it
as early as they do language.they love to be
treated as rational creatures sooner than is
imagined.
6
PlatoSelf-control is the aim of our control
of children, our not leaving them free before we
have established, so to speak, a constitutional
government within them and, by fostering the best
element in them with the aid of the like in
ourselves, have set up in its place a similar
guardian and ruler of the child, and then, and
then only, we leave it free.
7

• Parents Child Rearing
• Parental Roles
• Prenatal Experiences

• Sex Differences
• Education of Children
• Origins of Moral Behavior

8
Issues

• Nature-Nurture
• Active-Passive

9
World Views (Paradigms, Metatheories)
10
World Views (Paradigms, Metatheories)

• Organismic
• Mechanistic
• Psychodynamic
• Dialectical
• Contextual

11

• Organismic active, self-generating,
  constructive, qualitative, Piagetian
• Mechanistic passive, shaped, quantitative, S-R

12

• Watson
• Skinner
• Hull
• Bandura

13

• Watson
• Skinner
• Hull
• Bandura

• Freud
• Piaget
• Vygotsky

14
Issues

• Nature-Nurture
• Active-Passive

15
Issues

• Nature-Nurture
• Active-Passive
• Continuity-Discontinuity

16
Issues

• Nature-Nurture
• Active-Passive
• Continuity-Discontinuity
• Normative-Idiographic

17
Break their wills betimesLet a child from a year
old, be taught to fear the rod and to cry
softly.Let him have nothing he cries for,
absolutely nothing, else you undo your own
work.Make him do as he is bid, if you whip him
ten times running to effect it. Let none persuade
you it is cruelty to do this it is cruelty not
to do it. Break his will now, and his soul will
live.
18
Treat them as though they were young adults. Let
your behavior always be objective and kindly
firm. Never hug and kiss them, never let them sit
in your lap. If you must, kiss them once on the
forehead when they say good night. Shake hands
with them in the morning. Give them a pat on the
head if they have made an extraordinarily good
job of a difficult task. Try it out. In a weeks
time you will find how perfectly easy it is to be
objective with your child and at the same time
kindly. You will be utterly ashamed of the
mawkish way, sentimental way you have been
handling it.
19

• Parents Child Rearing
• Parental Roles
• Prenatal Experiences

• Sex Differences
• Education of Children
• Origins of Moral Behavior

20
Hartmann, D. P., Pelzel, K. E. (2005). Design,
measurement, and analysis in developmental
research. In M. H. Bornstein M. E. Lamb (Eds.),
Developmental science An advanced textbook (5th
ed., pp. 103-184). Mahwah, NJ Erlbaum.Teti, D.
M. (Ed.). (2005). Handbook of research methods in
developmental science. Malden, MA Blackwell
Publishing.
21
Methods

• Age as a variable
• Experimental vs. nonexperimental designs
• Measurement

22
Measurement Equivalence Comparability of
procedures and measurements across the groups
being compared
23
Designs for Studying Age

• Cross-Sectional
• Longitudinal
• Time-Lag
• Sequential

24
Cross-Sectional Design Design for age
comparisons in which different participants are
studied at the different ages, all at the same
point in time
25
Longitudinal Design Design for age comparisons
in which the same participants are studied at
different ages over time
26
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
27
Possible Problems with Cross-Sectional

• Measurement equivalence
• Selection bias
• Confound of age and cohort
• Cant study individual stability
• No direct measure of change

28
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
29
Possible Problems with Longitudinal

• Practical problems
• Measurement equivalence
• Testing effects
• Selective drop-out
• Limitation to a single cohort
• Confound of age and time of measurement

30
Time-Lag Design Design in which participants of
the same age but different cohorts are studied at
different times