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As distinct from spontaneous forms of cognition of psychological phenomena, developmental research involves scientific methodology. Depending on the research problem, objectives, hypothesis, and so forth, an investigator selects and applies research methodology (Duncan, Engel, Claessens, & Dowsett, 2014). This paper will focus on methods and techniques used in cross-sectional, longitudinal, and sequential developmental studies.
Cross-sectional developmental research is the most frequently utilized study design aimed at determining age-associated peculiarities of mental development. This research type is implemented to examine and compare mental functions and processes, behavioral characteristics, or abilities, such as verbal skills or IQ scores, of individuals from different age categories at the same point of time (Feldman, 2017, p. 295). Within this methodological framework, various research methods are used, including observation, experiments, tests, and others (Henry, Foss, & Ahl, 2016). Collected data are statistically processed to identify changes that occur in psychological development over time intervals.
The main advantage of cross-sectional developmental studies is the possibility of obtaining results in a short time. However, this methodology does not provide opportunities to conclude on the dynamics of the development process, as well as its continuity (Henry et al., 2016). Another significant limitation to such research credibility and generalizability is a birth-cohort effect (Bleidorn et al., 2016, p. 408). Feldman (2017) accentuates that a cohort should involve individuals “who grow up at similar times, in similar places, and in similar conditions” (p. 295) while these characteristics can significantly diverge in participants from different age groups. Therefore, the validity and reliability of findings can appear inappropriate.
Developmental research that adopts a longitudinal approach focuses on the evolvement of behaviors or psychological characteristics of an individual or a group of persons over time. Numerous observations are carried out during a sufficiently long time (Feldman, 2017, p. 296). In addition, longitudinal research involves simultaneous employment of other methods, such as observation, testing, psychography, and others. This method allows examining interrelations between individual and contextual factors, estimating their impacts on human development, and eliciting developmental sequences and causation (Anderson, Steen, & Stavropoulos, 2017). For instance, longitudinal developmental studies shed light on intellectual development during adulthood, changes in addictive behaviors in adolescence, and so forth (Duncan et al., 2014; Anderson et al., 2017; Feldman, 2017). Drawbacks of this methodology are associated with the considerable duration of studies. Mental and behavioral changes can be induced by random or dramatic events. Over the years, the sample of research participants can decrease while the range of investigated parameters can expand.
Limitations specific to the aforementioned methodologies are eliminated by performing sequential developmental studies. Combining research tools of both longitudinal and cross-sectional designs, this methodological approach is not susceptible to cohort effects (Bleidorn et al., 2016, p. 408). Individuals from various age groups are examined at several points in time (Feldman, 2017, p. 296). Consequently, psychologists are able to separate and distinguish age-related developmental changes from other determinants. Statistical processing of data retrieved from these studies requires multidimensional analytical methods to evaluate interdependence between several variables. Therefore, sequential research provides more sufficient information and allows differentiating the effects of age, generation, and measurement time.
Summing up, investigators should be competent in methodological models to employ methods that correspond to objectives of their study. Being aware of strengths and limitations of various methods, a developmental psychologist will be able to obtain reliable results. What is more, irrespective of methodological approaches, researchers should adhere to ethical principles while involving human participants in their investigations.
References
Anderson, E. L., Steen, E., & Stavropoulos, V. (2017). Internet use and Problematic Internet Use: A systematic review of longitudinal research trends in adolescence and emergent adulthood. International Journal of Adolescence and Youth, 22(4), 430-454. Web.
Bleidorn, W., Arslan, R. C., Denissen, J. J., Rentfrow, P. J., Gebauer, J. E., Potter, J., & Gosling, S. D. (2016). Age and gender differences in self-esteem: A cross-cultural window. Journal of Personality and Social Psychology, 111(3), 396-410. Web.
Duncan, G. J., Engel, M., Claessens, A., & Dowsett, C. J. (2014). Replication and robustness in developmental research. Developmental Psychology, 50(11), 2417-2425. Web.
Feldman, R. (2017). Psychology and your life with P.O.W.E.R. learning (3rd ed.). New York, NY: McGraw-Hill Education.
Henry, C., Foss, L., & Ahl, H. (2016). Gender and entrepreneurship research: A review of methodological approaches. International Small Business Journal, 34(3), 217-241. Web.
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