By Paul B. Baltes
What are the alterations we see over the life-span? How will we clarify them? and the way will we account for person transformations? This quantity keeps to ascertain those questions and to file advances in empirical study inside of life-span improvement expanding its interdisciplinary nature. The relationships among person improvement, social context, and ancient swap are salient matters mentioned during this quantity, as are nonnormative and extraordinary occasions contributing to life-span switch.
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Additional resources for Life-span Developmental Psychology: Introduction To Research Methods
Sample text
In general, there is no single research design that is universally best. However, it is possible to evaluate research designs with regard to their quality or usefulness by considering the degree of their internal and external validity (see Chapters Five and Six). When designing research, a scientist should not proceed with the sole goal of generating knowledge. Rather, it is important to see the scientific method and one's scientific behavior in the context of society at large. Society calls on scientists to select research questions that have not only theoretical but also social relevance and to conduct research with a high degree of moral and ethical responsibility.
However, a pattern that emerges is more and more suggestive of a particular causal relationship. The use of pattern explanation is the rationale given by most researchers who favor correlational research such as factor analysis. The Nature of Scientific Methods 31 Proximal and Distal Causation According to Bergmann, in a sense "any earlier state of a system may be said to be the cause of any later one" (1957, p. 127). In psychology, such a statement would be almost metaphysical, and it is convenient to distinguish between what are called proximal, or immediate, causes and distal, or mediate, causes.
In the present context, the scientific method is based on the objective observation of behavior under known conditions. But the scientist does more than observe phenomena. He or she also tries to discover laws and to combine these laws into theories (Bergmann, 1957, p. 164). Thus, the scientific method includes obtaining observations in a particular way, generalizing from these observations to the general case, and integrating these generalizations. All three activities are examined in this chapter.