Professional Documents
Culture Documents
Elizabeth A. Rider
Elizabethtown College
© Documentary Foundations
Product Director: Marta Lee-Perriard ALL RIGHTS RESERVED. No part of this work covered by the copy-
right herein may be reproduced or distributed in any form or by
Product Manager: Nedah Rose
any means, except as permitted by U.S. copyright law, without the
Content Developer: Stefanie Chase prior written permission of the copyright owner.
Product Assistant: Katie Chen
Digital Content Specialist: Jaclyn Hermesmeyer For product information and technology assistance, contact us at
Marketing Manager: James Finlay Cengage Learning Customer & Sales Support, 1-800-354-9706.
For permission to use material from this text or product,
Content Project Manager: Ruth Sakata Corley
submit all requests online at www.cengage.com/permissions.
Art Director: Vernon Boes Further permissions questions can be e-mailed to
Manufacturing Planner: Karen Hunt permissionrequest@cengage.com.
Cengage Learning
20 Channel Center Street
Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning
solutions with employees residing in nearly 40 different countries
and sales in more than 125 countries around the world. Find your
local representative at www.cengage.com.
Printed in Canada
Print Number: 01 Print Year: 2017
7 Cognition 201
iv
Contents v
vi Contentss
Contents vii
Impairments 174
The Adult in Perspective 197
Chapter Summary 198
The Chemical Senses: Taste and Smell 175
Key Terms 199
The Somaesthetic Senses 176
Influences on Early Perceptual Development 177
7 Cognition 201
Piaget’s Contributions 204
Challenges to Piaget 205
A Modern Take on Constructivism 206
viii Contentss
Contents ix
x Contentss
Contents xi
xii Contentss
Peers: The Second World of Childhood 441 Exploration 14.3 Lonely Hearts 463
Contents xiii
15.1 Understanding the Family 468 Exploration 15.3 Caring for Aging Parents in China 490
The Family as a System within Systems 468 15.6 Diverse Family Experiences 491
Mothers, Fathers, and Infants: The System at Work 473 Why Does Child Abuse Occur? 496
What Are the Impacts of Child Abuse? 497
15.3 The Child 474
Parenting Styles 474 Application 15.1 How Do We Stop the Violence? 498
Social Class, Economic Hardship, and Parenting 475 Chapter Summary 499
Exploration 15.1 Culture and the Tiger Mother 476 Key Terms 499
xiv Contentss
Application 16.1 How Do You Treat a Depressed Engagement 16.2 Is Anyone You Know Suicidal?
3-Year-Old? 517 Know the Warning Signs 524
Contents xv
Research 562
Teaching 563
Resources 566
Glossary 568
References 586
xvi Contentss
xvii
xviii Preface
Preface xix
Chapter 4. Prenatal Development and Birth Chapter 11. Self and Personality
• The latest research on fetal programming in response to the • A new box on culture and personality to supplement the chap-
prenatal environment and its implications for later health and ter’s contrasts of development in individualistic and collectivist
development cultures
• New studies of the effects of exposure to radiation, pollution, • Recent multicultural research on changes in self-esteem and
and maternal stress on prenatal development personality in adulthood
• A box on parenting tiny, low birth weight babies
xx Preface
Preface xxi
xxii Preface
Preface xxiii
xxv
In a middle-class neighborhood in Los Angeles, California, 8-year-old Ben’s father asks him to
get his jacket so they can leave the house. Ben ignores him, trying to put his feet into shoes that are already
tied. Ben’s father, expressing his annoyance, tells Ben again to get his jacket. Instead, Ben sits down and
says, “Seriously, it’s like you’re always a control freak,” then asking his father to untie his shoes and, that
accomplished, asking his father to tie them—after getting Ben’s jacket for him. After more resistance from
Ben, Ben’s father finally insists, “No, son, go get your own jacket and you tie your shoes and let’s go” (Ochs &
Izquierdo, 2009, p. 400). The boy finally goes for his jacket.
This sounds like pretty typical child behavior until we contrast it with the behavior of Matsigenka
children in Peru. The Matsigenka live by fishing, hunting, and growing vegetables and children contribute
to the work of the family and community from an early age. Thus 6-year-old Yanira, invited to travel down
the Amazon with another family from her village, pulls her weight the whole time without ever being
asked—stacking and carrying leaves to be used for roofing, sweeping sand off the sleeping mats, fishing
for crustaceans and cleaning and boiling them to serve to the group, taking care of her own needs without
prompts or help. Like other children in her culture, she probably experimented with heating her own food on
the fire as a toddler—expected to learn, even if by burning herself, how to do it well. She was probably told
folk stories about characters whose laziness had terrible consequences. By the age of 6 or 7, Matsigenka
girls are cooking alongside their mothers while boys are hunting and fishing with their fathers.
1.1
L E A R N I NG OBJE CTIV E S
• Define development, aging, and their relationship to each other.
• Explain and illustrate the role played by age grades, age norms, and the social clock in
making human development different in different historical, cultural, and subcultural
How Should contexts.
We Think about • Summarize the extreme positions one can take on the “nature–nurture” issue and the
Development? position most developmental scientists today take.
We begin by asking what it means to say that humans “develop” or changes as systematic, we imply that they are orderly, patterned,
“age” over the life span, how we can conceptualize the life span and relatively enduring—not fleeting and unpredictable like
and its cultural and historical diversity, and how we can approach mood swings. The changes can be gains, losses, or just differ-
the single biggest issue in the study of development, the nature– ences from what we were like before. Development also involves
nurture issue. continuities, ways in which we remain the same or continue to
reflect our past selves.
The systematic changes and continuities of interest to
Defining Development students of human development fall into three broad domains:
Development can be defined as systematic changes and con- 1. Physical development. The growth of the body and its organs,
tinuities in the individual that occur between conception and the functioning of physiological systems including the brain,
death, or from “womb to tomb.” By describing developmental physical signs of aging, changes in motor abilities, and so on.
spreading to developing ones, especially in urban areas (Arnett, their society, and how people should lead their lives as adults.
2015). According to Arnett (2004), emerging adults (maybe you?): Different cultures can lead us along different developmental
pathways, as we saw in the case of Ben and Yanira, but we all
• explore their identities;
participate in a culture. That culture becomes part of us, influ-
• lead unstable lives filled with job changes, new relationships,
encing how we live and how we experience our lives (Packer &
and moves;
Cole, 2015).
• are self-focused, relatively free of obligations to others,
Each culture has its own ways of carving up the life span
and therefore free to focus on their own psychological needs;
and of treating the people in different age groups. Each socially
• feel in between—adultlike in some ways but not others; and
defined age group in a society—called an age grade—is assigned
• believe they have limitless possibilities ahead.
different statuses, roles, privileges, and responsibilities. Separat-
Do you believe you are truly an adult rather than an “emerg- ing children into grades in school based on age is one form of
ing” adult? Why or why not? There are many ways to define age grading. Just as high schools have “elite” seniors and “lowly”
adulthood, but sociologist Frank Furstenberg and his colleagues freshmen, whole societies are layered into age grades.
(2004) looked at five traditional, objective markers of adulthood: Our society, for example, grants “adults” (18-year-olds by law in
completing an education, being financially independent, leaving the United States) a voting privilege not granted to children. Legal
home, marrying, and having children. In 1960, 65% of men and definitions of the boundary between adolescence and adulthood vary,
77% of women in the United States had achieved these milestones though. In most states in the United States, the legal age for marry-
by age 30. By 2000, only 31% of men and 46% of women had ing is lower than the legal ages for voting or serving in the military,
achieved them by age 30. and the right to drink alcohol is granted last, commonly at age 21
Not everyone agrees that emerging adulthood is a truly dis- (Settersten, 2005). Similarly, although we seem to define age 65 as
tinct period of development (Epstein, 2013). However, it is clear the boundary between middle age and old age, in fact the ages at
that adolescents in modern societies are taking longer and longer which people become eligible for Medicare, Social Security benefits,
to enter adult roles. Knowing that many youth do not yet have and “senior discounts” at restaurants and stores differ.
adult responsibilities and knowing too that brain development We define old age as age 65 or older, but the !Kung San of
is not complete in our 20s, some European countries and some Botswana often don’t know people’s chronological ages and define
states in the United States are questioning the notion that 18-year- old age instead in terms of functioning (Rosenberg, 2009). They
olds should be treated as adults under the law. For example, they distinguish between the na or “old” (an honorary title meaning
are raising legal ages or creating special provisions to protect big and great granted to all older people starting at around age
emerging adults from the adult criminal system (Schiraldi & 50); the “old/dead” (older but still able to function); and the “old
Western, 2015). to the point of helplessness,” who are ailing and need care. The
St. Lawrence Eskimo simply distinguish between boys and men
(or between girls and women), whereas the Arusha people of East
Cultural Differences Africa devised six socially meaningful age grades for males: youths,
• Table 1.1 represents only one view of the periods of the life junior warriors, senior warriors, junior elders, senior elders, and
span. Age—like gender, race, and other significant human retired elders (Keith, 1985). In certain other cultures, the recog-
characteristics—means different things in different societies nized periods of the life span include a period before birth and an
(Fry, 2009). Culture is often defined as the shared understand- afterlife (Fry, 1985; Kojima, 2003).
ings and way of life of a people (see Mistry & Dutta, 2015; Cultures differ not only in the age grades they recognize but
Packer & Cole, 2015). It includes beliefs, values, and prac- in how they mark the transition from one age grade to another.
tices concerning the nature of humans in different phases of A rite of passage is a ritual that marks a person’s “passage” from
the life span, what children need to be taught to function in one status to another, usually in reference to the transition from
Historical Changes
The nature and meanings of periods of the life span also change Although medieval children were pressured to abandon their
from one historical period to another. In Europe and North childish ways as soon as possible and were dressed like
America, they have changed along these lines: miniature adults, it is doubtful that they were really viewed
as miniature adults. Still, the modern concept of children as
• Childhood as an age of innocence. Although it is not quite this innocents to be nurtured and protected did not begin to take
simple (Stearns, 2015), it has been claimed that not until the 17th hold until the 17th century.
century in Western cultures did children come to be viewed as PAINTING/Alamy Stock Photo
distinctly different from adults, as innocents to be protected and
nurtured. In medieval Europe (A.D. 500–1500), for example,
6-year-olds were dressed in miniature versions of adult clothing, • Middle age as an emptying of the nest. This distinct life phase
treated much like adults under the law, and expected to con- emerged in the 20th century as parents began to bear fewer
tribute to the family’s survival as soon as possible (Ariès, 1962). children and live long enough to see their children grow up
Today the goal in Western families is for children to be happy and and leave home (Moen & Wethington, 1999).
self-fulfilled rather than economically useful, as illustrated by the • Old age as retirement. Not until the 20th century did our soci-
case of Ben at the start of the chapter (Stearns, 2015). ety come to define old age as a period of retirement. In earlier
• Adolescence. Not until the late 19th century and early 20th eras, adults who survived to old age literally worked until they
century was adolescence—the transitional period between dropped. Starting in the last half of the 20th century, thanks
childhood and adulthood that begins with puberty and involves to Social Security, pensions, Medicare, and other support pro-
significant physical, cognitive, and psychosocial changes— grams, working adults began to retire in their 60s with many
given a name and recognized as a distinctive phase of the life years ahead of them (Schulz & Binstock, 2006).
span (Kett, 1977). As farming decreased and industrialization
advanced, an educated labor force was needed, so laws were
passed restricting child labor, making schooling compulsory, Projecting the Future
and separating youths attending school from the adult world What will the life span look like in the future? In the early 21st cen-
(Furstenberg, 2000). tury, the average life expectancy for a newborn in the United States—
• Emerging adulthood. As you saw earlier, the transition period the average number of years a newborn who is born now can be
from adolescence to adulthood has become so long in modern expected to live—is almost 79 years, compared with 47 years in 1900
societies that a new period of the life span, emerging adulthood, (National Center for Health Statistics, 2015). As ■ Figure 1.1 shows,
has been defined in the late 20th and early 21st centuries. that life expectancy is generally greater for females than for males and
1.2
L E A R N I NG OBJE CTIV E S
• Summarize the four goals of the science of life-span development and describe how the
study of human development began.
• List and illustrate the seven key assumptions of the modern life-span perspective.
What Is the
Science of
Life-Span
Development?
If development consists of systematic changes and continuities In this section we consider the goals of the science of life-span
from conception to death, the science of development consists development, its origins, and the modern life-span perspective
of the study of those changes and continuities and their causes. on development.
EXPLORATION 1.1
Growing Up Online
How is adolescent development affected by the are boys (Lenhart
fact that teens today spend many hours a week et al., 2015). And
with media—everything from TV and videos to now that teens are
Facebook, texting, Twitter, and Skype? When spending much of
baby boomers grew up, there were no cell their online time
phones or home computers, much less an Inter- interacting with
net. The Internet came into being in the early friends, studies
1980s, around the time that home computers seem to be show-
were becoming common (see, for example, ing more posi-
Cotten et al., 2011). Facebook was launched in tive correlations
2004, Twitter in 2006, Snapchat in 2011. between Internet
Media are now a big part of the daily lives use and social
of children and teens (Calvert, 2015; Lenhart adjustment and
et al., 2015). In a national survey, it was found well-being (Reich,
that 8- to 18-year-olds spent an average of 7½ Subrahmanyam, The creation of the Internet is an historical change with many
hours a day using media—from most to least & Espinoza, 2012; implications for the social lives of teens and for human develop-
frequently used, TV, music, computers, video Valkenburg & Peter, ment more generally.
games, print, and movies (Rideout, Foehr, & 2009). For emerg- Rawpixel.com/Shutterstock.com
Roberts, 2010). And the researchers did not ing adults who
even ask about texting! Of teens aged 13 to 17, have gone away
88% text with friends and 55% do it daily to college, for example, social networking sites related to these aspects of social well-being.
(Lenhart et al., 2015). can be a way to hold on to the social support Then there are the negative effects of cyber-
How are these technologies affecting offered by their high school friends (Manago et bullying to consider. Cyberbullying, which has
adolescent development? Researchers are al., 2012). increased in recent years (Jones, Mitchell, &
beginning to address the question (see Calvert, However, questions about the effects of Finkelhor, 2013), is linked to stress, depres-
2015). For example, early research suggested digital media on adolescents are far from sion, and suicidal thoughts among its victims
that heavy Internet use was turning adoles- resolved. For example, Roy Pea and his col- (Hamm et al., 2015; Kowalski et al., 2014).
cents into social isolates with few friends and leagues (2012), studying a young sample of We have much to learn about the effects
low well-being. However, that may have been girls aged 8 to 12, found that heavy media of digital media. It is becoming clear that
because the first adolescent users were surfing use—especially spending large amounts of these effects can be good or bad depending
the web and talking to strangers in chat rooms time watching videos, communicating online, on what adolescents are doing with media,
(Valkenburg & Peter, 2009). Now most ado- and multitasking by using multiple media at how much time they are spending with it, and
lescents use the Internet and use it primarily once—was negatively associated with feel- whether it is crowding out other more devel-
to interact with their friends—mainly through ing good about one’s close relationships and opmentally important activities. In the mean-
Facebook and other social media sites if they social acceptance. By contrast, spending time time, there is much to be said for interacting
are girls, often through video game sites if they in face-to-face conversations was positively with friends the old-fashioned way: offline.
1.3
L E A R N I N G OBJE CTIV E S
• Summarize the scientific method and the choices involved in selecting a sample and choos-
ing data collection methods.
• Evaluate the strengths and weaknesses of the case study, experimental, and correlational
How Is methods.
Development • Evaluate the strengths and weaknesses of the cross-sectional, longitudinal, and sequential
Studied? designs.
How do developmental scholars gain understanding of life-span intended to describe and explain certain phenomena. Jean Piaget,
development? Let us review for you, briefly, some basic concepts for instance, formulated his influential theory of cognitive devel-
of scientific research and then turn to research strategies devised opment by closely observing how French children of different
specifically for describing, predicting, explaining, and optimiz- ages responded to items on the Binet IQ test when he worked on
ing development (see Miller, 2013). Even if you have no desire the test’s development, as well as by watching his own children’s
to do developmental research yourself, it is important for you to development (see Chapters 2 and 7).
understand how the knowledge of development represented in Theories generate specific predictions, or hypotheses, regard-
this book was generated. ing a particular set of observations. Consider, for example, a the-
ory claiming that psychological differences between males and
females are largely caused by differences in their experiences in
The Scientific Method the family. Based on this theory, a researcher might hypothesize
There is nothing mysterious about the scientific method. It is that if parents grant boys and girls the same freedoms, the two
both a method and an attitude—a belief that investigators should sexes will be similarly independent, whereas if parents give boys
allow their systematic observations (or data) to determine the more freedom than girls, boys will be more independent than
merits of their thinking. For example, for every “expert” who girls. Suppose that the study designed to test this hypothesis indi-
believes that psychological differences between males and cates that boys are more independent than girls no matter how
females are largely biological in origin, there is likely to be their parents treat them. Then the hypothesis would be discon-
another expert who just as firmly insists that boys and girls differ firmed by the findings, and the researcher would want to rethink
because they are raised differently. Whom should we believe? It this theory of gender differences. If other hypotheses based on this
is in the spirit of the scientific method to believe the data—the theory were inconsistent with the facts, the theory would have to
findings of research. The scientist is willing to abandon a pet be significantly revised or abandoned in favor of a better theory.
theory if the data contradict it. Ultimately, then, the scientific This, then, is the heart of the scientific method: Theories
method can help the scientific community and society at large generate hypotheses, which are tested through observation of
weed out flawed ideas. behavior, and new observations indicate which theories are worth
The scientific method involves generating ideas and testing keeping and which are not (■ Figure 1.2). It should be clear that
them by making observations. Often, preliminary observations theories are not just speculations, hunches, or unsupported opin-
provide ideas for a theory—a set of concepts and propositions ions. A good theory should be:
New observations
Data Collection
(research data) No matter what aspect of human development we are interested
in, we must find appropriate ways to measure what interests
us. The methods used to study human development are var-
Design research ied, depending on the age group and aspect of development
to test of interest (Miller, 2013). Here we will focus on three major
hypothesis methods of data collection used by developmental research-
ers: verbal reports, behavioral observations, and physiological
■ Figure 1.2 The scientific method in action. measurements.
Verbal Reports
• Internally consistent. Its different parts and propositions Interviews, written questionnaires or surveys, ability and
should hang together and should not generate contradictory achievement tests, and personality scales all involve asking peo-
hypotheses. ple questions, either about themselves (self-report measures) or
• Falsifiable. It can be proved wrong; that is, it can generate about someone else (for example, child behavior as reported
specific hypotheses that can be tested and either supported or by informants such as parents or teachers). These verbal report
not supported by the data collected. If a theory is vague or does measures usually ask the same questions in precisely the same
not generate clear hypotheses, it cannot be tested and will not order of everyone so that the responses of different individuals
be useful in advancing knowledge. can be directly compared. Increasingly, verbal report measures
• Supported by data. A good theory should help us better are administered via websites and smart phones (Wilt, Condon,
describe, predict, and explain human development; that is, its & Revelle, 2012).
hypotheses should be confirmed by research results. Although self-report and other verbal report methods are
widely used to study human development, they have shortcom-
ings. First, self-report measures typically cannot be used with
Sample Selection infants, young children, cognitively impaired elders, or other
Any study of development focuses on a particular research individuals who cannot read or understand speech well. Infor-
sample (the group of individuals studied) with the intention of mant surveys, questionnaires, or interviews are often used in these
generalizing the results to a larger population, a well-defined situations instead. Second, because individuals of different ages
group (such as premature infants, American high school stu- may not understand questions in the same way, age differences in
dents, or Chinese elders) from which the sample is drawn responses may reflect age differences in comprehension or inter-
and about which we want to draw conclusions. Although it is pretation rather than age differences in the quality of interest to
advocated more than it is used, the best approach is to study a the researcher. Finally, respondents may try to present themselves
random sample of the population of interest—a sample formed (or those they are providing information about) in a positive or
by identifying all members of the larger population and then, socially desirable light.
by a random means (such as drawing names blindly), selecting
a portion of that population to study. Why do this? Random Behavioral Observations
sampling increases confidence that the sample studied is rep- Naturalistic observation involves observing people in their every-
resentative of the larger population of interest and therefore day (that is, natural) surroundings (Miller, 2013; Pellegrini, 1996).
that conclusions based on studying the sample will be true of Ongoing behavior is observed in homes, schools, playgrounds, work-
the whole population. places, nursing homes, or wherever people are going about their
Physiological Measurements
Finally, developmental scientists sometimes take physiological
measurements to assess variables of interest to them. For exam-
ple, they use electrodes to measure electrical activity in the
brain, chart changes in hormone levels in menopausal women,
or measure heart rate and other indicators of arousal to assess
emotions.
Today, exciting breakthroughs are being made in under-
standing relationships between brain and behavior through
the use of functional magnetic resonance imaging (fMRI), a
brain-scanning technique that uses magnetic forces to measure
the increase in blood flow to an area of the brain that occurs
when that brain area is active. By having children and adults
perform cognitive tasks while lying very still in an fMRI scanner,
researchers can determine which parts of the brain are involved
Functional magnetic resonance imaging is increasingly being used
in particular cognitive activities. Sometimes fMRI studies reveal
to study which parts of the brain are activated when humans of
that children and adults, or young adults and older adults, rely different ages p
erform various cognitive tasks. Testing children
on different areas of the brain to perform the same tasks, provid- is challenging, however; they may fear entering the tube of the
ing new insights into typical and atypical brain development MRI scanner and, once there, may have difficulty staying still as
and aging and its implications (see, for example, Goh & Park, required.
2009; Matthews & Fair, 2015; Wittmann & D’Esposito, 2012; Stephan Elleringmann/laif/Redux
and see Chapter 5).
to establish that one variable causes another. We will illustrate afternoon and night until 8 or 9 A.M. online, mostly in chat
these methods by sampling research on the implications of digital rooms and at blogs or playing video games. He enjoyed disguising
media for human development. his identity and making other participants in chat rooms think
that he knew of their most painful experiences. All four men in
The Case Study the study had psychological problems and difficulties in interper-
A case study is an in-depth examination of an individual (or a sonal relationships.
small number of individuals), typically carried out by compil- The case study method can complement correlational and
ing and analyzing information from a variety of sources, such as experimental research (Flyvbjerg, 2011). It can be a good source
observation, testing, and interviewing the person or people who of hypotheses that can be examined further in larger-scale stud-
know her (see Flyvbjerg, 2011; Miller, 2013). The case study ies, and it can provide a rich picture of atypical development.
method can provide rich information about the complexities of However, conclusions based on a single case (or four) may not
an individual’s development and the influences on it. It is particu- generalize to other individuals, and inferences about what may
larly useful in studying people with rare conditions, disorders, and have caused a person to develop as he or she did often need fur-
developmental experiences when it is not possible to assemble a ther study.
large sample of people to study or when an unusual case can say
something important about typical development. To illustrate, The Experimental Method
the case study method was used by Matthew Bowen and Mar- In an experiment, an investigator manipulates or alters some
vin Firestone (2011) to describe four individuals, all European aspect of the environment to see how this affects the behavior of
American males, who have what has come to be called “Inter- the sample of individuals studied. Consider the effects of watching
net addiction.” One of the four men that they studied spent all videos or DVDs on infants. Many of today’s parents, wanting to
Percentage correct
opment—products such as Baby Einstein’s Baby Wordsworth, 40
Intellectual Baby (which promises to teach babies to read), and
many others. Do such infant videos actually speed infant language 30
development?
Judy DeLoache and her colleagues (2010) decided to find 20
out by conducting an experiment with 72 infants ranging in age
from 12 to 18 months. The DVD they studied showed scenes of 10
a house and yard while a voice labeled 25 different household
objects, each shown three different times. Each family in the
0
study was randomly assigned to one of four experimental groups: Parent Video with Video with Control
(1) parent teaching (in this old-fashioned condition, no video teaching interaction no interaction
was provided; rather, parents were given the 25 words featured Condition
in the video and asked to teach as many as possible to their ■ Figure 1.3 Infants’ mean scores on the vocabulary test after
babies however they wished), (2) video-with-interaction (child training in the DeLoache et al. (2010) experiment. Only infants
and parent watched the video together five or more times a week taught words by their parents did better than chance on the test;
for four weeks and interacted as they did), (3) video-with-no-inter- exposure to baby videos that taught the words had no effect.
action (infants watched the video by themselves; their parents
Source: Adapted from DeLoache, J. S. Chiong, C. S., Sherman, K. Islam,
were usually nearby but did not interact with them), and (4) a N., Vanderborght, M., Troseth, G. L., Strouse, G. A., & O’Doherty, K. (2010). “Do babies
no-intervention control (these babies got no video and no parent learn from baby media?” Psychological Science, 21, 1570–1574 (Figure 1 on p. 1572).
training; this control group was needed to determine how many
words infants might learn naturally, without any training). After
the training period, babies took a test of their knowledge of the
target words. For example, an infant would be presented with way—those in the parent teaching group. And it wasn’t that
replicas of a table (a target word in the video) and a fan (not a babies or mothers were unenthusiastic about the video. As one
target word) and asked to point to the right object: “Can you mother exclaimed, “She loves the blasted thing. It’s crack for
show me the table?” babies!” (p. 1572).
The goal of an experiment is to see whether the different The DeLoache study has the three critical features shared by
treatments that form the independent variable—the variable any true experiment:
manipulated so that its causal effects can be assessed—have 1. Random assignment. Random assignment of participants
different effects on the behavior expected to be affected, to different experimental conditions (for example, by draw-
the dependent variable in the experiment. The independent ing names blindly to determine who gets which treatment)
variable in DeLoache’s experiment was the type of training is critical in experiments. It helps ensure that the treatment
babies received, as defined by the four different experimental groups are similar in all respects at the outset (for example,
conditions. The dependent variable of interest was vocabulary in the baby video study, similar in socioeconomic status,
learning (the percentage of words taught in the video that were ethnicity, previous level of cognitive and language devel-
correctly identified by the infant during the vocabulary test). opment, and any other characteristics that could affect
When cause-effect relationships are studied in an experiment, infants’ performance). Only if experimental groups are
the independent variable is the hypothesized cause and the similar in all respects initially can researchers be confident
dependent variable is the effect. For example, if researchers were that differences among groups at the end of the experiment
testing drugs to improve memory function in elderly adults with were caused by differences in which experimental treat-
Alzheimer’s disease, the type of drug administered (for example, ment they received. Some studies, such as those evaluat-
a new drug versus a placebo with no active ingredients) would ing already-started interventions, cannot randomly assign
be the independent variable, and performance on a memory participants to groups; instead they compare the group
task would be the dependent variable. receiving the intervention to a control group. Such studies
So, in DeLoache’s experiment, did vocabulary learning are sometimes called “quasi experiments” because uncon-
“depend on” the independent variable, the type of training trolled differences between the two groups could influence
received? Did infants learn from the baby video? The mean or the results.
average word learning scores for the four treatment groups are 2. Manipulation of the independent variable. Investigators
shown in ■ Figure 1.3. Babies did no better on the vocabulary must arrange the experiences that different groups in the
learning test if they had seen the video than if they were in experiment have so that the effects of those experiences can be
the control condition and received no training at all. The only assessed. If investigators merely compare infants who already
group that did better on the test than what would be expected watch baby videos with infants who do not, they cannot
by chance was the group of babies taught the old-fashioned establish whether video watching causes an increase in word
(A) Hours of baby videos watched (B) Hours of baby videos watched (C) Hours of baby videos watched
■ Figure 1.4 Plots of hypothetical correlations between the time babies spend watching infant videos and their knowledge of vocabulary
words. Each dot represents a specific child who watches a certain amount of baby videos and has a certain score on a vocabulary test.
Panel A shows a positive correlation between video watching and vocabulary: The more infants watch infant videos, the more vocabulary
words they know. Panel B shows a negative correlation: The more infants watch videos, the fewer vocabulary words they know. Finally,
Panel C shows zero correlation: The amount of time watching baby videos is unrelated to an infant’s knowledge of vocabulary words.
*****
»Ei kulta saa olla niin surullinen. Kirje jonka tänään sain oli niin
surullinen, etten koko päivänä ole muuta ajatellut kun viime riviä
siinä »unesta ei muuta puutu, kun että se ei ole ikuinen». — Kuinka
kultani voi niin ajatella, niin tuntea?! Sinulla on niin monta ovea auki
ja paljon tehtävää maailmassa, sinulla on ystäviä, sinulla on yksi
sydän joka on kokonaan sinun, jos sanot, jos tahdot että heti tulen
kotiin, niin minä jätän kaikki, minä tulen kotiin, sillä ei sinun pidä
luulla että se on hauskaa ja helppoa yksinäisenä naisena raivata
itselleen tietä suuressa mailman kaupungissa. Jos Kisse tahtoo niin
kyllä Misse tulee heti kotiin, minä jätän kaikki, minä tapan oman
henkisen itseni ja teen kaikki mitä tahdot.»
RISTIRIITOJA.
*****
Siinä kaikki!