Summary
Contents
Subject index
NEW TO THIS EDITION: • New topics expose students to current research issues in human development. Topics include: emotional development, bullying, early forms of moral understanding, the “replication crisis” in psychology, the role of gestures in cognitive development, the study of false belief in infancy, the “teenage brain” and its implications for adolescent behavior, the study of the “oldest old,” and the population of centenarians. • Key Terms lists now appear at the end of each chapter to help students master the vocabulary of research methods. • New boxes, exercises, glossary items, and tables and figures bring the book completely up to date. • Approximately 400 new references reflect recent scholarship in the field KEY FEATURES: • Flexible chapters provide instructors the ability to cover material in any order they prefer. • A student-friendly design and engaging approach provides extended coverage of especially interesting and important contemporary topics through chapter boxes, tables, figures, and photos. • Built-in study tools, including exercises, chapter-ending summaries, key terms lists, a glossary, citation of further sources, and relevant websites, help students master key content.
Applied Research
Applied Research
As we saw in Chapter 7, one general way to distinguish quantitative and qualitative research is in terms of the goals that motivate the research. In a somewhat different sense, a difference in goals also defines the distinction to which we turn now.
Chapter 1 began with a discussion of why we do research in developmental psychology. As I argued there, we do research for two general reasons. We do research for reasons of basic science, to advance our understanding of human development; and we do research for purposes of application, to better the lives of children and other vulnerable groups. These two goals are by no means incompatible, nor do the basic methodological principles that govern good research change ...
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