Handbook of Developmental Research Methods
Edited by Brett Laursen, Todd D. Little, and Noel A. Card
Request a free digital professor copy on VitalSource ?“This Handbook is an impressive collection of methods that span the familiar through cutting edge…useful to developmental researchers at all career and experience levels….Does a preeminent job at providing coverage of sufficient breadth and depth, making it an essential volume for both graduate students and seasoned investigators studying human development. From the perspective of someone new to developmental research, the value of the six chapters on foundational issues cannot be overstated. These chapters could easily form the starting point for a graduate seminar in developmental research methods. The scope of topics covered…ensures that The Handbook of Developmental Research Methods will be relevant for many years to come. Researchers working across the life span will find several examples with topics in the study of childhood, adolescence, and adulthood. Researchers working with both normative and clinical populations will also find examples throughout the Handbook….The Handbook will also be valuable for methodologists.”
—International Journal of Social Research Methodology
“The study of developmental change is a cardinal activity of behavioral and social science, but determining how to do it has prompted denial, disagreement, and despair for nearly a century. The contributors to this excellent volume are an outstanding group whose qualifications for guiding the field at this point in our history are truly stellar. Graduate students and faculty members alike will find this well-organized, highly informative volume indispensable as they articulate questions, design research, and analyze data pertaining to the study of change.”
—John R. Nesselroade, PhD, Hugh Scott Hamilton Professor of Psychology, University of Virginia
“In 41 chapters, this volume covers a very wide range of research methods, all extremely relevant to the developmental researcher. I know of no other handbook that even comes close to being so generally useful to young developmental researchers seeking to improve their knowledge of research methods. Numerous advanced topics are also treated—in many cases in depth—making the book valuable for methodologists as well. A highly commendable feature is the discussion of each method's applicability and assumptions.”
—Lars R. Bergman, PhD, Department of Psychology, Stockholm University, Sweden
“This is perhaps the most comprehensive and accessible handbook on developmental methodology yet written. Impressively, the handbook both covers current thinking on longstanding, classic issues and presents cutting-edge developments in emergent areas of developmental research, analysis, and design. Unlike many edited volumes whose chapters vary widely in style, format, and technical detail, the book is unified in its approach and eminently readable. It would serve nicely as the core text for a graduate seminar on developmental research methods.”
—Daniel J. Bauer, PhD, Department of Psychology, University of North Carolina at Chapel Hill
“The Handbook has an all-star roster of contributors who know both developmental and methodological issues. Especially impressive is that the volume covers a wide range of cutting-edge methodological issues at a level that is understandable to the practicing developmentalist. It is sure to be a valuable resource for decades to come for those who study change.”
—David A. Kenny, PhD, Department of Psychological Sciences, University of Connecticut
“The editors have compiled a volume that could easily become a standard reference that defines a generation of developmental researchers. This is an ideal reference for researchers at any career stage seeking an accessible yet informative introduction to state-of-the-art methods. The illustrative applications to substantive problems in human development will be useful to methodologists interested in further developing these methods. The chapters interweave research design with data analysis, reflecting the complex interdependence of the two in developmental research.”
—Keith A. Markus, PhD, Department of Psychology, John Jay College of Criminal Justice, City University of New York
“Comprehensive and consolidated, this volume is a 'one-stop shop' for methodological advances that need to be in every developmental scientist's tool box.”
—Antonio A. Morgan-Lopez, PhD, Department of Psychology, University of North Carolina at Chapel Hill
Table of Contents
I. Measurement and Design1. Foundational Issues of Design and Measurement in Developmental Research, Scott M. Hofer, Valgeir Thorvaldsson, and Andrea M. Piccinin
2. Causal Inference, Identification, and Plausibility, E. Michael Foster
3. Accelerated Longitudinal Designs, Susan C. Duncan and Terry E. Duncan
4. Time-Scale-Dependent Longitudinal Designs, Theodore A. Walls, William D. Barta, Robert S. Stawski, Charles E. Collyer, and Scott M. Hofer
5. Event Frequency Measurement, Brett Laursen, Jaap Denissen, and David F. Bjorklund
6. The Impact of Scaling and Measurement Methods on Individual Differences in Growth, Susan E. Embretson and John Poggio
7. Investigating Factorial Invariance in Longitudinal Data, Roger E. Millsap and Heining Cham
II. Approaches to Data Collection
8. Foundational Issues in Longitudinal Data Collection, Lea Pulkkinen and Katja Kokko
9. The Use of Large-Scale Data Sets for the Study of Developmental Science, Pamela Davis-Kean and Justin Jager
10. Telemetrics and Online Data Collection: Collecting Data at a Distance, Joshua Wilt, David M. Condon, and William Revelle
11. Collecting and Analyzing Longitudinal Diary Data, Bernhard Schmitz, Julia Klug, and Silke Hertel
12. Retrospective Methods in Developmental Science, Andrea Follmer Greenhoot
13. Peer Ratings, William M. Bukowski, Antonius H. N. Cillessen, and Ana Maria Velásquez
III. Interindividual Longitudinal Analysis
14. Foundational Issues in Investigating Development as Interindividual Variation, Jari-Erik Nurmi
15. Analysis of Experimental and Quasi-Experimental Data: Pinpointing Explanations, Richard Gonzalez, Tianyi Yu, and Brenda Volling
16. Autoregressive and Cross-Lagged Panel Analysis for Longitudinal Data, James P. Selig and Todd D. Little
17. Analyzing Change between Two or More Groups: Analysis of Variance versus Analysis of Covariance, Kamala London and Daniel B. Wright
18. Mediation Models for Developmental Data, Matthew S. Fritz and David P. MacKinnon
IV. Intraindividual Longitudinal Analysis
19. Foundational Issues in Intraindividual Longitudinal Analysis, Michael J. Rovine and Lawrence L. Lo
20. Dynamic Factor Analysis and Control of Developmental Processes, Peter C. M. Molenaar and Lawrence L. Lo
21. P-Technique Factor Analysis, Ihno A. Lee and Todd D. Little
22. Hazard, Event History, and Survival Modeling, Margaret K. Keiley, Cassandra Kirkland, Ali Zaremba, and Ashley Anders Jackson
V. Combining Interindividual and Intraindividual Longitudinal Analysis
23. Foundational Issues in the Contemporary Modeling of Longitudinal Trajectories, John J. McArdle
24. Growth Curve Modeling from a Structural Equation Modeling Perspective, Kevin J. Grimm and Nilam Ram
25. Growth Curve Modeling from a Multilevel Model Perspective, Joop J. Hox and Jan Boom
26. Nonlinear Growth Modeling, Shelley A. Blozis
27. Group-Based Trajectory Modeling in Developmental Science, Daniel S. Nagin and Candice L. Odgers
28. Longitudinal Mixture Models and the Identification of Archetypes: Action-Adventure, Mystery, Science Fiction, or Romance, Nilam Ram, Kevin J. Grimm, Lisa M. Gatzke-Kopp, and Peter C. M. Molenaar
29. Multilevel Structural Equation Modeling, James A. Bovaird and Leslie H. Shaw
VI. Nonindependent Data Analysis
30. Foundational Issues in Nonindependent Data Analysis, William L. Cook
31. Dyadic Data Analyses in a Developmental Context, Robert A. Ackerman, M. Brent Donnellan, Deborah A. Kashy, and Rand D. Conger
32. Applying the Social Relations Model to Developmental Research, Noel A. Card and Russell B. Toomey
33. Analysis of Static Social Networks and Their Developmental Effects, Scott D. Gest and Thomas A. Kindermann
34. Actor-Based Model for Network and Behavior Dynamics, René Veenstra and Christian Steglich
VII. Special Topics in Data Analysis
35. Configural Frequency Analysis in Developmental Research, Alexander von Eye, Eun-Young Mun, Richard M. Lerner, Jacqueline V. Lerner, and Edmond P. Bowers
36. Cluster Analysis and Latent Class Clustering Techniques, Christine DiStefano
37. Meta-Analysis in Developmental Science, Marinus H. van IJzendoorn, Marian J. Bakermans-Kranenburg, and Lenneke R. A. Alink
38. Evaluating Gene–Environment Interplay, Mara Brendgen, Frank Vitaro, and Alain Girard
39. Epidemic Models of the Onset of Social Activities, Joseph Lee Rodgers and Andrey Koval
40. Dynamic Systems, Paul van Geert
41. Planned Missing Data Designs for Developmental Research, Stephen A. Mistler and Craig K. Enders
About the Editors
Brett Laursen, PhD, is Professor of Psychology and Director of Graduate Training at Florida Atlantic University. He is also a Docent Professor of Social Developmental Psychology at the University of Jyväskylä, Finland. In 2008, Dr. Laursen received an honorary doctorate from Örebro University, Sweden. He is a Fellow of the American Psychological Association (Division 7, Developmental) and a Fellow and Charter Member of the Association for Psychological Science. In addition to his own research on parent-child and peer relationships, Dr. Laursen is a consultant and collaborator on several large longitudinal projects currently under way in North America and Europe.Todd D. Little, PhD, is Professor of Educational Psychology and Leadership at Texas Tech University and founding Director of the Texas Tech University Research Institute. Dr. Little is past president of the American Psychological Association's Division 5 (Evaluation, Measurement, and Statistics) and winner of the Division's 2013 Cohen Award for Distinguished Contributions to Teaching and Mentoring. He organizes and teaches in the internationally renowned "Stats Camps" that he founded in 2002.
Noel A. Card, PhD, is Associate Professor in Family Studies and Human Development at the University of Arizona. His research centers on social development and quantitative methods, and especially the interface of these disciplines. Dr. Card's developmental research focuses on aggression and peer relations during childhood and adolescence; his quantitative interests include longitudinal analyses, analysis of interdependent data, and meta-analysis. He is a recipient of the Society for Research in Child Development's Early Career Research Award.
Contributors
Robert A. Ackerman, PhD, Department of Psychology, Michigan State University, East Lansing, MichiganLenneke R. A. Alink, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
Marian J. Bakermans-Kranenburg, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
William D. Barta, PhD, School of Nursing, University of Connecticut, Storrs, Connecticut
David F. Bjorklund, PhD, Department of Psychology, Florida Atlantic University, Boca Raton, Florida
Shelley A. Blozis, PhD, Department of Psychology, University of California Davis, Davis, California
Jan Boom, PhD, Department of Methodology and Statistics, University of Utrecht, Utrecht, The Netherlands
James A. Bovaird, PhD, Department of Educational Psychology, University of Nebraska, Lincoln, Nebraska
Edmond P. Bowers, PhD, Institute for Applied Research in Youth Development, Tufts University, Boston, Massachusetts
Mara Brendgen, PhD, Department of Psychology, University of Quebec, Montreal, Quebec, Canada
William M. Bukowski, PhD, Center for Research in Human Development and Department of Psychology, Concordia University, Montreal, Quebec, Canada
Noel A. Card, PhD, Family Studies and Human Development, Norton School of Family and Consumer Sciences, University of Arizona, Tucson, Arizona
Heining Cham, MA, Department of Psychology, Arizona State University, Tempe, Arizona
Antonius H. N. Cillessen, PhD, Behavioral Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
Charles E. Collyer, PhD, Department of Psychology, University of Rhode Island, Kingston, Rhode Island
David M. Condon, MA, Department of Psychology, Northwestern University, Evanston, Illinois
Rand D. Conger, PhD, Departments of Human and Community Development and Psychology, University of California, Davis, Davis, California
William L. Cook, PhD, Center for Psychiatric Research, Maine Medical Center, Portland, Maine
Pamela Davis-Kean, PhD, Institute for Social Research, University of Michigan, Ann Arbor, Michigan
Jaap Denissen, PhD, Institute of Psychology, Humboldt University of Berlin, Berlin, Germany
Christine DiStefano, PhD, Department of Educational Studies, University of South Carolina, Columbia, South Carolina
M. Brent Donnellan, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan
Susan C. Duncan, PhD, Oregon Research Institute, Eugene, Oregon
Terry E. Duncan, PhD, Oregon Research Institute, Eugene, Oregon
Susan E. Embretson, PhD, School of Psychology, Georgia Institute of Technology, Atlanta, Georgia
Craig K. Enders, PhD, Department of Psychology, Arizona State University, Tempe, Arizona
E. Michael Foster, PhD, Departments of Maternal and Child Health and Health Policy and Management, School of Public Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Matthew S. Fritz, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia
Lisa M. Gatzke-Kopp, PhD, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
Scott D. Gest, PhD, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
Alain Girard, PhD, Department of Psychology, University of Montreal, Montreal, Quebec, Canada
Richard Gonzalez, PhD, Department of Psychology, University of Michigan, Ann Arbor, Michigan
Andrea Follmer Greenhoot, PhD, Department of Psychology, University of Kansas, Lawrence, Kansas
Kevin J. Grimm, PhD, Department of Psychology, University of California Davis, Davis, California
Silke Hertel, PhD, German Institute for International Educational Research, Frankfurt, Germany
Scott M. Hofer, PhD, Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
Joop J. Hox, PhD, Department of Methodology and Statistics, University of Utrecht, Utrecht, The Netherlands
Ashley Anders Jackson, MA, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama
Justin Jager, PhD, Section on Child and Family Research, National Institute of Child Health and Human Development, National Institutes of Health, Rockville, Maryland
Deborah A. Kashy, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan
Margaret K. Keiley, EdD, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama
Thomas A. Kindermann, PhD, Department of Psychology, Portland State University, Portland, Oregon
Cassandra Kirkland, MA, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama
Julia Klug, DiplPsych, Institute for Psychology, Technische Universität Darmstadt, Darmstadt, Germany
Andrey Koval, MA, Department of Psychology, University of Oklahoma, Norman, Oklahoma
Katja Kokko, PhD, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
Brett Laursen, PhD, Department of Psychology, Florida Atlantic University, Fort Lauderdale, Florida
Ihno A. Lee, MA, Department of Psychology, University of Kansas, Lawrence, Kansas
Jacqueline V. Lerner, PhD, Department of Counseling, Developmental, and Educational Psychology, Lynch School of Education, Boston College, Boston, Massachusetts
Richard M. Lerner, PhD, Institute for Applied Research in Youth Development, Tufts University, Boston, Massachusetts
Todd D. Little, PhD, Department of Educational Psychology and Leadership, Texas Tech University
Lawrence L. Lo, BA, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
Kamala London, PhD, Department of Psychology, University of Toledo, Toledo, Ohio
David P. MacKinnon, PhD, Department of Psychology, Arizona State University, Tempe, Arizona
John J. McArdle, PhD, Department of Psychology, University of Southern California, Los Angeles, California
Roger E. Millsap, PhD, Department of Psychology, Arizona State University, Tempe, Arizona
Stephen A. Mistler, BS, Department of Psychology, Arizona State University, Tempe, Arizona
Peter C. M. Molenaar, PhD, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
Eun-Young Mun, PhD, Center of Alcohol Studies, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Daniel S. Nagin, PhD, Department of Statistics, Heinz College, Carnegie Mellon University, Pittsburgh, Pennsylvania
Jari-Erik Nurmi, PhD, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
Candice L. Odgers, PhD, Psychology and Social Behavior, University of California, Irvine, Irvine, California
Andrea M. Piccinin, PhD, Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
John Poggio, PhD, Department of Psychology and Research in Education, School of Education, University of Kansas, Lawrence, Kansas
Lea Pulkkinen, PhD, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
Nilam Ram, PhD, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
William Revelle, PhD, Department of Psychology, Northwestern University, Evanston, Illinois
Joseph Lee Rodgers, PhD, Department of Psychology, University of Oklahoma, Norman, Oklahoma
Michael J. Rovine, PhD, Department of Human Development and Family Studies, Pennsylvania State University, University Park, Pennsylvania
Bernhard Schmitz, PhD, Institute of Psychology, Technische University Darmstadt, Darmstadt, Germany
James P. Selig, PhD, Department of Individual, Family, and Community Education, University of New Mexico, Albuquerque, New Mexico
Leslie H. Shaw, MA, Buros Institute for Assessment Consultation and Outreach, University of Nebraska, Lincoln, Nebraska
Robert S. Stawski, PhD, Institute for Social Research, University of Michigan, Ann Arbor, Michigan
Christian Steglich, PhD, Department of Sociology, University of Groningen, Groningen, The Netherlands
Valgeir Thorvaldsson, PhD, Department of Psychology, University of Gothenburg, Gothenburg, Sweden
Russell B. Toomey, MA, Family Studies and Human Development, Norton School of Family and Consumer Sciences, University of Arizona, Tucson, Arizona
Paul van Geert, PhD, Heymans Institute, University of Groningen, Groningen, The Netherlands
Marinus H. van IJzendoorn, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
René Veenstra, PhD, Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, The Netherlands
Ana Maria Velásquez, PhD, Centro de Investigación y Formación en Educación, Universidad de los Andes, Bogotá, Columbia; Department of Psychology, Concordia University, Montreal, Quebec, Canada
Frank Vitaro, PhD, Department of Educational Psychology, University of Montreal, Montreal, Quebec, Canada
Brenda Volling, PhD, Department of Psychology, University of Michigan, Ann Arbor, Michigan
Alexander von Eye, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan
Theodore A. Walls, PhD, Department of Psychology, University of Rhode Island, Kingston, Rhode Island
Joshua Wilt, MA, Department of Psychology, Northwestern University, Evanston, Illinois
Daniel B. Wright, PhD, Department of Psychology, Florida International University, Boca Raton, Florida
Tianyi Yu, PhD, Center for Family Research, University of Georgia, Athens, Georgia
Ali Zaremba, MS, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama