Reference no: EM131074329

Write 3-4 pages in which you explain how research on lifespan development is conducted.

In the study of human lifespan development there are a number of ways to conduct research. Researchers select a research design based on the question they are interested in exploring and answering. They then select research methods that fit with the research question and design to conduct their inquiry.

Theory and research are the tools that give psychology its strong foundation and depth. As a developing professional in the field, it is important for you to be familiar with many types of theory, and to learn to identify and interpret scholarly research. Consider which theories help you to better understand different aspects of human development, and consider topics in human development that you might find interesting to research.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply information literacy and research skills to locate scholarly information in the field of human lifespan development.
• Use valid, scholarly research resources relevant to the field of human lifespan development.
• Competency 3: Examine the research methods frequently used in the study of human lifespan development.
• Identify the research designs used in the study of human lifespan development.
• Explain the purpose of research studies in human lifespan development.
• Explain how research methods are used within research designs.
• Explain the strengths and limitations of research methods used in the study of human lifespan development.
• Competency 5: Examine how knowledge of theory and research in human lifespan development influences personal and professional behaviors and values, and guides social thinking.
• Identify internal and external factors that influence the outcomes of research in the study of human lifespan development.
• Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
• Summarize the outcomes of research in the study of human lifespan development.
• Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
• Use APA format and style.

Preparation Choose two articles from the library articles listed in the Resources under the Required Resources heading, and review the research studies detailed in the articles. You will use these articles as the foundation for this assessment. Requirements Explain how research on lifespan development is conducted. Be sure your completed assessment includes the following:

• Identify the research design used in the articles you selected (for example: descriptive, correlational, experimental, cross sectional, longitudinal, et cetera) and briefly explain the purpose of the research. What question is being explored by the research?
• Explain how the research methods (observation, survey and interview, standardized test, case study, physiological measures, et cetera) were used in the research designs.
• Summarize the outcomes of the research.
• Explain the strengths and limitations of each of the methods used in the articles you selected.
• What factors (both internal and external) that may have influenced the outcome of the research did the authors address at the end of the studies? Identify other factors that can influence the results of a research study.

Required Resources- The following resources are required to complete the assessment. Library Resources The following articles from the Capella University Library are linked directly in this course. 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.