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Developmental Research Methods, now in its Fourth Edition, successfully presents an overview of methods to prepare students to carry out, report on, and evaluate research on human development, with a focus on the whole lifespan. Updated and expanded coverage of the traditional topics blends seamlessly with new topics such as cross-cultural research, animal research, causal modeling, autobiographical memory, and peer relations to provide students with a wealth of current information. Author Scott A. Miller explores every step in the research process, from the initial concept to the final written result, covering conceptual issues of experimental design as well as the procedural skills necessary to translate design into research.
Table of Contents
|Goals of the Book||p. 3|
|Steps in a Research Program||p. 3|
|Plan of the Book||p. 7|
|General Principles||p. 10|
|Subject Variables||p. 19|
|Box 2.1. Controlled Studies With Animals||p. 21|
|Threats to Validity||p. 27|
|Age Comparisons||p. 32|
|Box 3.1. The Microgenetic Method||p. 41|
|Condition Comparisons||p. 43|
|Correlational Research||p. 51|
|Some Basic Concepts||p. 58|
|Box 4.1. Looking Inside the Brain: Methods of Measuring Brain Activity||p. 66|
|Quality of Measurement||p. 68|
|Observational Methods||p. 77|
|Box 4.2. The Experience Sampling Method||p. 82|
|Some Sources of Bias||p. 93|
|Reactivity and Related Problems||p. 95|
|Box 5.1. Archival Data||p. 98|
|Experimenter Bias||p. 102|
|Loss of Participants||p. 104|
|Contexts for Research||p. 107|
|Lab and Field||p. 107|
|Box 6.1. Research in Museums||p. 115|
|Ecological Systems||p. 117|
|Cross-Cultural Research||p. 121|
|Qualitative Research||p. 126|
|Characteristics of Qualitative Research||p. 126|
|Methods of Study||p. 128|
|Box 7.1. Mixed Methods Research||p. 135|
|Overview and Evaluation||p. 137|
|Applied Research||p. 139|
|Socially Important Issues||p. 141|
|Box 8.1. Research With Minority Populations||p. 147|
|Uses of Statistics||p. 153|
|Some More About Significance||p. 158|
|Choosing a Statistical Test||p. 160|
|Alternatives to ANOVA||p. 168|
|Box 9.1. Meta-Analysis||p. 170|
|Some General Points||p. 173|
|Guidelines and Procedures||p. 177|
|Rights of the Research Participant||p. 180|
|Some General Points||p. 192|
|Sections of an Article||p. 194|
|Some Specific Stylistic Points||p. 199|
|General Issues||p. 205|
|Infant Perception||p. 211|
|Box 12.1. Perception of Faces||p. 219|
|Infant Cognitive Development||p. 221|
|Infant Social Development||p. 229|
|Box 12.2. Attachment and Infant Day Care||p. 236|
|Cognitive Development||p. 245|
|The Piagetian Approach||p. 245|
|The Intelligence Test Approach||p. 251|
|Theory of Mind||p. 266|
|Box 13.1. Executive Function||p. 272|
|Social Development||p. 281|
|Moral Development||p. 281|
|Sex Differences||p. 297|
|Peer Relations||p. 305|
|Box 14.1. The Internet as a Context for Development||p. 310|
|Child Rearing||p. 311|
|General Issues (as Illustrated by the Study of IQ)||p. 324|
|Box 15.1. Wisdom||p. 338|
|Personality and Social Development||p. 351|
|Box 15.2. Ageism||p. 354|
|Author Index||p. 408|
|Subject Index||p. 421|
|About the Author||p. 435|
|Table of Contents provided by Ingram. All Rights Reserved.|