Directions:

• Choose 1 (and only 1) question to answer.Please include the question above your answer.
• Answers should be in complete sentences, typed, double-spaces, and free of typos and misspellings.
• While you SHOULD use the materials listed in the assessment contract , answers should only be written in your own words and demonstrate an understanding of the materials.There should be NO DIRECT QUOTES, but summaries and paraphrasing of the material is always OK!
  • Up to 5 points off for quotes, or no credit for that portion of your answer.
  • In-text citations should be used for materials you have used.5 points off per essay without in-text citations
    • Each resource on eLearning that you may use lists the in-text citation to use
    • Please see “In-text citation tutorial” on eLearning
• Answers will undergo a plagiarism check via TurnItIn.Please check your originality report prior to the deadline to make sure you haven’t made a plagiarism mistake.
• I must have a signed copt of the assessment contract to grade essays
• “Discuss” is defined by Merriam-Webster as “to present in detail,”please remember that in answering the essay questions.
• Each question is worth 20 points.
  • Most students loose points for not answering all parts of the question.

Chapter 2

#1: Define and discuss the experimental method, as used in developmental science (5 points.)What are the advantages and disadvantages of using experimental methods in developmental science (1.25 for each, 5 points total)?Define and discuss cross-sectional, longitudinal, and microgenetic designs as they apply to the experimental method (5 points).Give an example of a research question the experimental method CAN address (2 points.) Discuss how is this example best addressed, cross-sectional, longitudinal, or microgeneic methods (3 points).

#2: Define and discuss external and internal validity. (5 points). Describe what kind of relationship do the two validities have (2 points).Describe and discuss an example of a research study where external validity is maximized (be specific and include research setting, design and measures - 5 points).Describe and discuss an example of a research study where internal validity is maximized (be specific and include research setting, design and measures - 5 points).Discuss how researchers can address a research question and create the most internal AND external validity (3 points).

#3: Define and discuss the three types of behavioral responses used in infant research measures (3 points each - total of 9 points).Describe an example from the course (lecture/assigned videos/text) of a research paradigm used for each type of behavioral measure. (2 points each, 6 points total).Which of the three do you think would be easiest to use to make inferences about infants behaviors (1 point)?Which do you think would be the easiest to interpret infant behaviors (1 point)?Explain your reasoning for each (3 points.)

 

#2: Define and discuss external and internal validity. (5 points). Describe what kind of relationship do the two validities have (2 points). Describe and discuss an example of a research study where external validity is maximized (be specific and include research setting, design, and measures - 5 points). Describe and discuss an example of a research study where internal validity is maximized (be specific and include research setting, design, and measures - 5 points). Discuss how researchers can address a research question and create the most internal AND external validity (3 points).

Validity is one of the measures of the quality of research. It helps the researcher ascertain whether the study findings apply to similar participants outside the study. According to Patino and Ferreira (2018), there are two domains of validity, internal and external validity. They describe internal validity as the extent that the study variables explain the phenomenon being studied. In particular, they consider the extent that the study variables and not external factors contribute to the dependent variable. In contrast, Patino and Ferreira (2018) describe external validity as the generalizability of the results of a study. In this case, generalizability refers to the possibility of applying the study findings in different situations or populations.

Although the two validities have different definitions, they relate to one another. For instance, both must be considered when designing a study. Therefore, one cannot replace the other. However, while external validity relates to the universality of the results, internal validity is about the research structure and study variables. According to Belzil and Sidibé (2016), the two validities trade-off such that increasing one reduces the other. The argument suggests that higher internal validity is at the expense of external validity and vice versa. A justification for this argument is that enhancing the study variables for a controlled environment makes the findings less appropriate for a real-world situation.

An example of a study that maximizes external validity at the expense of internal validity places the study participants in a real-world situation. For instance, if a researcher wants to investigate the extent of social media addiction among teenagers, they can select a random sample of students and evaluate the amount of time they spend on social media while at home if allowed to access the internet. The researcher should then compare the study findings with a control group that can access the internet for a few hours. Suppose the results reveal that both groups spend a lot of time on social media. In that case, the researcher can conclude that all teenagers are likely to be addicted to social media sites if they can access the internet.

In contrast, a study that maximizes internal validity at the expense of external validity considers the participants in a controlled environment and not the real-world situation. For example, suppose a researcher wants to evaluate the effectiveness of exercise in alleviating depressive disorder. In that case, they can isolate patients in a hospital showing depressive symptoms and put them on exercise therapy. The researcher can then ascertain the number of days taken to recover. The effectiveness of exercise therapy can be measured in recovery days. By limiting the study to patients admitted in a hospital, the researcher creates a laboratory-like environment that eliminates the real-world situation, making the experiment controlled.

Despite these differences, a researcher can still conduct a study that meets both internal and external validity. Such a study is possible by addressing the factors that enhance both validities. Towards this end, a researcher must plan the study carefully, consider all quality aspects, and ensure that the sampling, data collection, and analysis techniques are appropriate. This is expected to enhance internal validity. The researcher should also broaden the inclusion criteria to make it possible to imitate a real-like situation. Generalizing research based on such criteria would be more sensible since doing so enhances external validity.