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| Preface | |
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| Basic Research Methods | |
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| General Research Strategies | |
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| The Field of Lifespan Development | |
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| Influences on Development | |
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| The Field of Lifespan Development: A Summary | |
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| General Research Methods | |
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| Initial Planning: The Importance of Theory | |
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| Research Designs | |
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| Using Analog Methods to Study Difficult-to-Manipulate Variables | |
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| Critiquing Designs | |
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| Controlling Validity Threats | |
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| The Participants: Today's Problems | |
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| The Participants: Tomorrow's Problems | |
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| The Experimenter | |
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| Controlling Threats to External Validity | |
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| Summary of Validity Threats | |
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| Developmental Designs | |
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| Cross-Sectional Designs | |
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| Longitudinal Designs | |
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| Time-Lag Designs | |
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| Modified Developmental Designs | |
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| Developmental Designs and Methods | |
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| Summary of Developmental Designs | |
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| Methods of Data Collection | |
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| Data-Collection Strategies I: Addressing "How" | |
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| Data-Collection Strategies II: Addressing "Good" | |
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| Summary of Data-Collection Methods | |
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| Chapter Summary | |
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| Identifying Introductory Terms | |
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| The Scientific, Applied, and Collaborative Nature of the Field | |
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| Participants, Researchers, and Research Settings | |
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| Sampling and Recruitment | |
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| Sampling | |
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| Sampling Different Age Groups | |
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| Using Multiple Sampling Strategies to Obtain Sample Diversity | |
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| Recruitment | |
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| Summary of Sampling and Recruitment Methods | |
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| Ethical Issues in Human Development Research | |
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| The Institutional Review Board (IRB) | |
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| Informed Consent | |
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| Risks and Benefits | |
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| Confidentiality | |
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| Vulnerable Populations | |
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| Summary of Ethical Issues | |
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| The Effects of Peer-Reputation Measures | |
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| The Experimenter | |
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| Standardization | |
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| Experimenter Bias | |
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| Additional Sources of Subject Reactivity | |
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| Research Settings | |
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| Common Research Settings | |
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| Obtaining Parental Permission | |
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| The Neighborhood Walk | |
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| Emerging Rules for Internet Research | |
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| Summary of Research Settings | |
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| Chapter Summary | |
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| Research Navigator Exercise: Identifying Sampling, Recruiting, and Consent Procedures | |
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| Research Methods in Infant Development | |
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| Newborn and Biobehavioral Assessment | |
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| Major Methodological Issues | |
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| Sampling and Recruitment | |
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| The Importance of Infant State | |
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| Working with Vulnerable Infants | |
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| Summary of Methodological Issues | |
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| Neonatal Assessment | |
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| Common Perinatal Screening Strategies | |
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| Neonatal Behavioral Assessment Scale (NBAS) | |
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| Additional Behavioral-Assessment Scales | |
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| NBAS Training as an Intervention | |
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| Summary of Newborn Assessment | |
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| State Regulation and Arousal | |
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| Infant State Assessment | |
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| Using the "Breathing Bear" to Assist the State Regulation of Premature Infants | |
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| Assessment of Infant Crying | |
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| Physiological Indices of Arousal and Regulation | |
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| Temperament | |
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| Summary of State Regulation and Arousal Assessment | |
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| Born Too Shy? A Longitudinal Study of Infant Reactivity | |
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| Growth and Motor Development | |
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| Physical Growth | |
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| Motor Development | |
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| Summary of Growth and Motor Development | |
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| Chapter Summary | |
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| Research Navigator Exercise: Read a Real Sad Study-The Assessment of Infant Crying | |
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| Assessing Infant Mental Abilities | |
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| Assessment of Infant Learning and Information Processing | |
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| Habituation | |
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| Expectancy Formation | |
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| Physiological Measures to Tap Infant Learning | |
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| Instrumental Conditioning | |
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| Object-Hiding and Deferred-Imitation Paradigms | |
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| Summary of Infant Learning/Information-Processing Assessment | |
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| Infant Sensation and Perception | |
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| Touch | |
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| When's a Touch Too Much? Infant Massage Therapy | |
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| Chemical Sensation: Olfaction and Taste | |
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| Visual Perception | |
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| Auditory Perception | |
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| Cross-Modal Transfer | |
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| Summary of Infant Sensation and Perception | |
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| Cognition | |
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| Object Concept Formation | |
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| Categorization | |
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| Space, Time, and Number | |
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| Summary of Infant Cognition Methods | |
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| Testing Infant Mental Development | |
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| Bayley Scales of Infant Development | |
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| Battelle Developmental Inventory (BDI) | |
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| Summary of Infant Tests of Mental Development | |
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| Play Assessment | |
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| Methodological Considerations | |
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| Infant Free-Play Assessments | |
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| Elicited-Play Assessments | |
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| Summary of Play Assessment | |
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| Chapter Summary | |
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| Research Navigator Exercise: Object Permanence Methods | |
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| Assessing Infant Socioemotional Development | |
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| Capturing Early Emotional Development | |
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| Assessing Basic Infant Emotions | |
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| Cognitive Maturity | |
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| Emotional Elicitors | |
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| Measuring Emotional Expression and States | |
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| Facial Expressions in Infants Across Three Cultures | |
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| Summary of Early Emotional Development | |
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| Assessing Emotion Regulation | |
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| Definition and Basic Measurement Strategies | |
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| Predictors of Emotion Regulation | |
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| Summary of Emotion-Regulation Assessment | |
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| Assessing Infant Attachment | |
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| Definitional and Theoretical Issues | |
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| The Strange Situation | |
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| Modifying the Strange Situation | |
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| Attachment Behavior Q-Set | |
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| Variables that Predict Attachment Security or Insecurity | |
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| The Adult Attachment Interview | |
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| Is Attachment Security Universally Valued? | |
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| Adult Attachment Interview: A Brief Overview | |
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| Associations with Infant Attachment and Caregiver Sensitivity | |
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| Frightening or Frightened Caregiver Behavior | |
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| Summary of Adult Attachment Interview | |
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| Chapter Summary | |
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| Research Navigator Exercise: Infant Attachment | |
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| Research Methods in Child Development | |
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| Assessing Cognitive Processes in Children | |
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| Assessing Cognition I: Piagetian Techniques | |
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| Piaget's Theory: A Brief Overview | |
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| An Introduction to Piagetian Methods | |
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| Summary of Piagetian Theory and Tasks | |
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| Assessing Cognition II: Recent Techniques | |
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| Alteration of Task Requirements and Training | |
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| Assessing Domain-Specific Knowledge | |
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| Assessing Theory of Mind | |
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| Assessment of Sociodramatic Play | |
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| Conclusions and Piaget's Legacy | |
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| The Museum as a Research Context | |
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| Assessing Information Processing in Children | |
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| Major Components of the Information-Processing System | |
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| Assessing Information-Processing Components and Capabilities | |
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| Information-Processing Speed | |
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| Episodic Buffer "Space" | |
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| Assessing the Efficiency of Working Memory | |
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| Assessing Retrieval Strategies | |
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| Summary of Information-Processing Methods | |
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| Assessing Eyewitness Recall in Children | |
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| Chapter Summary | |
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| Research Navigator Exercise: Working Memory in Children | |
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| Assessing Child Intellect and Language | |
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| Assessing Child Intellect | |
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| Group-Administered Intelligence Tests | |
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| Individual Tests of Intelligence | |
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| Reliability and Validity of Intelligence Tests | |
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| Assessing "Total" Intelligence | |
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| Assessing Child Intellect: A Summary | |
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| Does Television-Viewing Warp Thinking? | |
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| Language Assessment | |
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| Types of Language Assessments | |
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| Language Development: A Very Brief Landscape | |
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| Major Considerations Regarding Language Assessment | |
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| Talking to Myself: The Assessment of Private Speech | |
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| Screening Infants and Children for Communicative Abilities | |
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| Comprehensive, Standardized Language Tests | |
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| Comprehensive Assessment of Language in Naturalistic Settings | |
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| Summary of Language Assessment | |
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| Assessing the Cognitive and Linguistic Environments of Children | |
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| Assessing Adult Mentorship Behavior | |
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| Beyond the Parent-Child Dyad | |
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| Assessing Learning and Cognitive Environments: A Summary | |
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| Chapter Summary | |
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| Research Navigator Exercise: Intelligence in Children | |
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| Assessing Social Development in Children | |
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| Obtaining Consistent, Accurate Data from Children | |
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| Are Children Good Informants? | |
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| How to Interview Children | |
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| The Use of Child Informants: A Summary | |
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| Assessing Self-Representation and Self-Esteem | |
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| Assessing Self-Representation | |
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| Assessing Self-Esteem | |
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| Summary of Self-Assessment | |
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| Assessing Gender-Related Thinking and Behavior in Children | |
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| Gender-Schema Theory | |
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| Sex As an Independent Variable | |
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| Assessing Gender-Related Attitudes and Preferences | |
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| Assessing Gender Constancy and Gender Identity | |
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| Assessing Gender-Related Behavior | |
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| Summary of Gender-Related Assessments | |
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| Assessing Prosocial Reasoning and Behavior | |
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| Assessing Perspective Taking | |
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| Assessing Moral Reasoning, Distributive Justice, and Social Conventions | |
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| Assessing Prosocial Behavior | |
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| Assessing Empathy and Sympathy | |
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| Assessing Aggression in Context | |
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| Assessing Prosocial Reasoning and Behavior: A Summary | |
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| Assessing Relationships with Others | |
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| Assessing Child-Caregiver Attachment | |
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| Assessing Peer Relationships | |
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| Assessing Relationships with Others: A Summary | |
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| Chapter Summary | |
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| Research Navigator Exercise: Bullies and Victims | |
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| Research Methods in Adolescent Development | |
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| Assessing Adolescent Development I: Biological, Cognitive, and Social Changes | |
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| Understanding Adolescent Development: A Brief Overview | |
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| A Contemporary Framework | |
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| Understanding Adolescent Development: A Summary | |
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| Assessing Pubertal Development | |
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| Assessing Hormonal Concentrations | |
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| An Event-Sampling Method for Documenting Mood Changes | |
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| Assessing Pubertal Change and Status | |
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| Measuring Pubertal Development: A Summary | |
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| Measuring Cognitive Changes in Adolescence | |
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| Piaget's Perspective on Adolescent Thought | |
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| Linking Social and Cognitive Development | |
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| Piagetian Theory and Methods: A Summary | |
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| Assessing Adolescent Information Processing | |
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| Summary of Cognitive Assessment | |
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| Assessing Social Change | |
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| Social Changes in the Family Context | |
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| Assessing Social Changes in the Peer Group | |
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| Assessing Adolescent-Adult Transitions | |
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| Assessing Social Changes: A Summary | |
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| Chapter Summary | |
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| Research Navigator Exercise: Adolescents and Culture | |
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| Assessing Adolescent Development II: The Developmental Outcomes | |
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| Attachment and Intimacy | |
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| Attachment | |
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| Intimacy | |
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| Some Remaining Questions | |
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| Assessing Attachment and Intimacy: A Summary | |
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| Autonomy | |
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| Emotional Autonomy | |
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| Behavioral Autonomy | |
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| Value Autonomy | |
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| Some Conclusions About Autonomy Assessment | |
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| Identity | |
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| Erikson's Theory: A Brief Overview | |
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| Identity: Additional Methodological and Theoretical Issues | |
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| Is Erikson's Theory Developmentally Valid? | |
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| Some Conclusions Regarding Identity Assessment | |
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| Achievement | |
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| Assessing Educational Achievement | |
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| Assessing Occupational Aspirations | |
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| Achievement: A Summary | |
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| Sexuality | |
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| Locating Research Contexts and Samples | |
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| What to Assess? | |
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| Some Remaining Methodological and Theoretical Issues | |
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| Assessing Sexuality: Some Concluding Thoughts | |
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| Chapter Summary | |
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| Research Navigator Exercise: Adolescents and Sex | |
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| Research Methods in Adult Development and Aging | |
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| Methodological Issues in Adult Development Research I: Biological and Cognitive Changes | |
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| Methodological Issues Facing Adult Developmentalists | |
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| What Influences Development? | |
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| Sampling | |
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| Maximizing Data Quality | |
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| Summary | |
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| Assessing Biological and Health Ramifications of Aging | |
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| The Biology of Aging: Methodological Considerations | |
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| Health, Disease, and Health Risk | |
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| Summary | |
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| Stress and Coping: Methodological Issues | |
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| Stress: Definitional and Methodological Issues | |
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| Stress Outcomes | |
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| The Assessment of Coping | |
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| Parents are Hassled: No Kidding Around | |
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| Summary | |
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| Adult Cognition | |
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| Intelligence | |
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| Can We Reverse Cognitive Decline? | |
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| Information Processing and Memory | |
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| Qualitative Cognitive Changes | |
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| Summary | |
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| Chapter Summary | |
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| Research Navigator Exercise: Stress and Coping | |
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| Methodological Issues in Adult Development Research II: Personality and Social Processes | |
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| Methodological Approaches to Personality Development | |
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| Trait Theory and Research | |
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| Assessing the Personalities of Children | |
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| Stage Theories of Personality | |
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| Summary | |
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| Assessing the Context of Marriage | |
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| Marital Behavior | |
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| Marital Cognitions | |
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| Marital Quality | |
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| Summary | |
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| Methodological Issues in Parenting Research | |
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| What Child Outcomes Should I Predict? | |
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| Parental Emotional Functioning | |
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| Parental Cognitions | |
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| Parenting Styles and Practices | |
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| Summary | |
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| Grandparenting and Intergenerational Relationships | |
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| The Theoretical Influence of Grandparents | |
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| The Intergenerational Effects of Parenting and Attachment | |
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| Variables That Influence Grandparent-Grandchild Relationships | |
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| Methodological Issues in Caregiving | |
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| Summary | |
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| Career Development: Methodological and Assessment Issues | |
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| The Adult Worker: Methodological Issues | |
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| Theories of Career Development | |
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| Assessing Career Development | |
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| Assessing Career-Development Outcomes | |
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| Summary | |
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| Chapter Summary | |
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| Research Navigator Exercise: Marital Satisfaction | |
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| References | |
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| Glossary | |
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| Index | |