Exploring developmental psychology : understanding theory by Margaret Harris

By Margaret Harris

Quite a lot of concepts is used to enquire kid's improvement. This e-book, that's aimed toward complicated undergraduates and postgraduate scholars in psychology and relates components, offers a advisor to key theories and techniques utilized by researchers.

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Extra resources for Exploring developmental psychology : understanding theory and methods

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She then goes on to argue that they do. She shows that infants first form an initial concept based on a simple, all-or-none distinction. Then, with further experience, they successively identify variables that serve to elaborate and refine the initial concept. 2 Developmental change in infants’ understanding of support events; from Baillargeon, 1999: 116 that is, events in which one object is released and is either supported (so that it remains stable) or not supported by another object. 2, taken from Baillargeon (1999).

Qxd 12/14/2007 1:00 PM Page 37 Family background Information about parental education and occupation was collected during an interview with the mother. Note that in the UK, CSE and GCSE exams are taken at age 16 (the former are recognised to be much less challenging than the latter); A levels are taken at age 18 and are usually required for university-entry. The distribution of family ethnicity, maternal educational and head-of-household occupation for the participants is shown separately for girls and boys in Table 1.

Qxd 12/14/2007 1:00 PM Page 19 directly what children can actually do. As we will see in later chapters, reducing unnecessary complexity in task procedure and instructions can often be a good thing since there are many examples of unnecessarily complex procedures that serve to underestimate children’s capability. This is particularly evident in studies that rely heavily on verbal methods as we see in Chapter 5. However, as Overton argues (Overton, 1998), there is a potential problem with indiscriminate task simplification since this may change the nature of the task itself so that it no longer assesses the same ability as the original task.

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