Handbook of Developmental Research Methods

Edited by Brett Laursen, Todd D. Little, and Noel A. Card

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November 3, 2011
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Appropriate for use in developmental research methods or analysis of change courses, this is the first methods handbook specifically designed to meet the needs of those studying development. Leading developmental methodologists present cutting-edge analytic tools and describe how and when to use them, in accessible, nontechnical language. They also provide valuable guidance for strengthening developmental research with designs that anticipate potential sources of bias. Throughout the chapters, research examples demonstrate the procedures in action and give readers a better understanding of how to match research questions to developmental methods. The companion website (www.guilford.com/laursen-materials) supplies data and program syntax files for many of the chapter examples.

“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 Design

1. 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, Michigan

Lenneke 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

Audience

Researchers and graduate students in developmental psychology, education, sociology, family studies, gerontology, nursing, public health, and social work.

Course Use

May serve as a required or recommended book for graduate courses in developmental research methods, analysis of change, longitudinal research, developmental psychology, family research, gerontological research, or advanced research methodology.