Description
Write 3–4 pages in which you explain how research on lifespan development is conducted.
Required Resources
The following resources are required to complete the assessment.
You will choose two of these articles to use in the assessment.
- Colonnesi, C., Napoleone, E., & Bögels, S. M. (2014). Positive and negative expressions of shyness in toddlers: Are they related to anxiety in the same way? Journal of Personality and Social Psychology, 106(4), 624–637.
- van Lissa, C. J., Hawk, S. T., de Wied, M., Koot, H. M., van Lier, P., & Meeus, W. (2014). The longitudinal interplay of affective and cognitive empathy within and between adolescents and mothers. Developmental Psychology, 50(4), 1219–1225.
- Lesack, R., Bearss, K., Celano, M., & Sharp, W. G. (2014). Parent–child interaction therapy and autism spectrum disorder: Adaptations with a child with severe developmental delays. Clinical Practice In Pediatric Psychology, 2(1), 68–82.
- Larsen, C. H., Alfermann, D., Henriksen, K., & Christensen, M. K. (2013). Successful talent development in soccer: The characteristics of the environment. Sport, Exercise, And Performance Psychology, 2(3), 190–206.
- Wu, C., & Hillman, C. H. (2013). Aerobic fitness and the attentional blink in preadolescent children. Neuropsychology, 27(6), 642–653.
- Toplak, M. E., West, R. F., & Stanovich, K. E. (2014). Rational thinking and cognitive sophistication: Development, cognitive abilities, and thinking dispositions. Developmental Psychology, 50(4), 1037–1048.
- Thomas, M. K., Ge, X., & Greene, B. A. (2011). Fostering 21st century skill development by engaging students in authentic game design projects in a high school computer programming class. Journal of Educational Computing Research, 44(4), 391–408.
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Explanation & Answer
Kindly see attached the requested 4-page essay together with the corresponding plagiarism report in case you need to present it and a brief outline as requested per studypool standards
Running head: RESEARCH ON LIFESPAN DEVELOPMENT
RESEARCH ON LIFESPAN DEVELOPMENT
(NAME)
(COURSE)
(DATE)
1
RESEARCH ON LIFESPAN DEVELOPMENT
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Introduction
Research on lifespan development consists on the evaluation of the different factors and
variables that might affect someone’s physical, cognitive, social, moral and personality
development. Furthermore, the researcher should consider that the influence and nature of these
factors on lifespan development vary with the exact growth stage of the person. Taking this into
account, different research methods have been developed throughout the years that tackle the
different aspects of lifespan development.
The present report analyzes different methods that can be applied to the research on
lifetime development. In this regard, two different peer-reviewed papers have been analyzed
focused at the different methods used in the research on cognitive development including:
•
The cognitive development of high-school students that work on the design of games for
children and adapt the games according to the feedback obtained (Thomas, Ge & Greene,
2011)
•
The cognitive development of children in the 2nd-9th grades and the acquisition of the
necessary abilities to perform complex activities (Toplak, West & Stanovich, 2014)
Research design used on cognitive development
The research design used in the two papers differs significantly. In this regard, Thomas et
al (2011) used a correlational approach where three independent researchers analyzed and
compared the data obtained through the direct observation of the behavior of high grade students
and the answers to different questionnaires. On the other hand, Toplak et al (2014) based their
research on a descriptive approach, where the researchers evaluated the cognitive abilities of the
target students by quantifying a set of variables such as their verbal and nonverbal intelligence,
RESEARCH ON LIFESPAN DEVELOPMENT
3
the executive function measures or their thinking dispositions. The selection of one or other
approach was probably due to the difference in age of the participants of the research. In this
regard, the older students analyzed by Thomas et al (2011) were able of actively participating on
the research, whereas the younger students targeted by Toplak et al (2014) were passively
evaluated by the researchers.
The research on cognitive development is based on the answering of different questions.
In this regard, the research questions tackled through the research proposed by either Thomas et
al (2011) or Toplak et al (2014) were:
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How did the students approach their design work, most especially related to the
formulation and solution of the different design problems faced during the research?
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What role, if any, did computer culture play in promoting the cognitive development
related to the 21st century skills?
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How did the students use the feedback obtained to improve the design of the computer
games and therefore advance in their cognitive development?
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Was there any difference between these students and those analyzed in a previous study?
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Do people who display more complex and sophisticated cognition tend to
disproportionately give the normative response?
Use of different research methods
As has been stated earlier, different research methods were used to obtain the n...