Dr. Masami Takahashi
Office: 307-A, x-2884

This course presents information and requires completion of assignments designed to develop the skills gerontologists need: 1) to formulate research questions and determine the method(s) of investigation likely to obtain the most meaningful results; 2) to identify literature relevant to one's study, read it critically, and summarize the pertinent findings; 3) to collect, manage and evaluate data; 4)to organize, synthesize, and clearly presents the research findings; and 5) to write research proposals related to aging.

As professional gerontologists, graduates of the program will need to be current in their fields. To do so they must read and be able to assess the value of professional literature reporting on research in their own and other branch of gerontology (e.g., developmental, financial, social, etc.). Most will also be called upon: to carry out theoretical and applied research and submit the results for publication; to conduct community and individual needs assessments to determine what services for older adults are needed; to evaluate existing programs serving older populations; and to write grant proposals to obtain funding for programs intended to serve older people. Students who master the concepts and skills taught in this course will be prepared to perform these tasks.
 

A capstone project (master's thesis, integrative paper, or project), is required for graduation with an M.A. in Gerontology. It provides the opportunity for students to demonstrate that they have become competent enough to conduct theoretical and applied research in gerontology and report their findings in a thesis; or to conduct research in humanistic gerontology and write an integrative paper; or to carry out an applied project in a field setting and describe it in a form appropriate to its content and the audience for which it is intended. A student who has completed all of the assignments in this course acceptably will have the conceptual framework and research tools necessary to execute any of the three types of capstone projects. For this reason, PSYC-AGED 408 is the prerequisite course for the Capstone Proposal Seminar, PSYC-AGED 420, in which students design the formal proposal for their thesis, integrative paper, or project. Mastery of the materials presented in PSYC-AGED 408 is therefore essential for successful completion of the degree requirement.
 

By the end of the course, students demonstrate competencies in the three domains: content, skills, and values.
 

In the domain of Content students will:
 

1. define the basic concepts used by natural scientists, social scientists, humanists and practitioners in conducting research.
 

2. know the strengths and weaknesses of various research designs, including true experiments, quasi-experiments, and naturalistic observations.
 

3. describe the respective advantages and pitfalls of different scientific methods of gathering data including: testing, written surveys, phone surveys, in-depth interviewing, life stories participants observation, and field work with groups of older people and with agencies and institutions serving older people, and explain how to determine which methods is most appropriate for a particular research undertaking.
 

4. describe the distinctions between the quantitative and qualitative designs and what types of research questions are best addressed by each.
 

5. enumerate and explain the significance of the special challenges of doing research with older people including: increased attrition by mortality and morbidity, diminishment of sensory functions, lower education and reading skills in older cohorts.
 

6. list and discuss the audience to be reached by each of the major means of disseminating research findings.
 

7. use the accepted structure (i.e., APA style) of research papers and articles in all written assignments.
 

8. make an oral presentation of a research proposal to the class.
 

In the domain of Skills students will:
 

1. provide written and oral analysis of gerontological research literature.
 

2. conduct a thorough multi disciplinary literature search on topic of choice using two or more computer databases.
 

3. write a literature review in the academic style found in professional gerontology journals.
 

In the domain of Values students will:
 

1. explain why well-designed, carefully conducted research accompanied by sound analyses of data and unbiased conclusions that results in published findings is critically important and to whom.
 

2. participate in discussions and write a position paper on the ethical issues and behavior demanded of professional researchers including the negative effects research that is less than conscientious can have on participants and those that rely upon its findings.
 
 

Berg, B. L. (1998). Qualitative research methods for the social sciences (3rd ed.). Needham Heights, MA: Allyn and Bacon.
 

Black, T. R. (1993). Evaluating social science research. Newbury Park, CA: Sage.
 

Fowler, F. J., Jr. (1993). Survey research methods. Newbury Park, CA: Sage.
 

Hedrick, T. E., Bickman, L., & Rog, D. J. (1993). Applied research design: A practical guide. Newbury Park, CA: Sage.
 

Publication manual of the American Psychological Association (4th ed.). (1995). Washington, DC: American Psychological Association.

Stewart, D. W., & Kamins, M. A. (1993). Secondary Research: Information sources and methods. Newbury Park, CA: Sage.
 

1) Class attendance/participation 10%
 

2) Mid-term exam. 20%
 

3) Class assignments. 15%
 

4) Critical analysis of 5 articles. 15%
 

5) Final paper (The paper will be presented in

class on December 6, 1999. The final paper is due

December 13, 1999. 40%
 

8/30

9/6

9/13

Overton, W. F. (1991). Historical and contemporary perspectives on developmental theory and research strategies. In R. Downs, L. Liben & D. Palermo (Eds.), The legacy of Joachim F. Wohlwill (pp.263-311). Hillsdale, NJ: Erlbaum.

-Consider the ways in which general assumptions that are metatheoretical in nature influence research strategies and methods.
 

Class Assignment #1: Pick a general area of professional interest that excites you and that you are willing to work on throughout the term. Generate at least three possible questions or hypotheses that are either theoretical or applied. Play with them, talk to people, and keep the research goal modest. Write one or two concise paragraph on each question and bring a copy for each member of the class. Remember, all writing assignment must be typed, double spaced and in accordance with the APA style. We will read and critique these in class. Due September 20.
 
 
 

9/20

American Psychological Association Board of Scientific Affairs (1999). Statistical methods in psychological journals. American Psychologist, 54(8), 594-604.
 

Achenbach, T. (1978). Research in developmental psychology: Concepts, strategies, and methods. New York: The Free Press. Chapter 2-3.

-"Theoretical concepts and assumptions guide the goals, choice of variables, procedures, methods of analysis and conclusions of all research" (p.19).

Overton, W. F. (1998). Developmental psychology: Philosophy, concepts, and methodology. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. I Theoretical model of human development (5th ed., pp. 107-188). New York: Wiley.

Read only 154-176.

-Proposes a contemporary relational methodology that is different from the traditional (Bacon-Newtonian) Split position.
 

(Suggested Reading)

Baltes, P. , & Cornelius, S. W. (1977). The status of dialectics in developmental psychology: Theoretical orientation versus scientific method. In Life-span developmental psychology: Dialectical perspectives on experimental research (pp.121-134).

-Discusses the importance of "dialectics" in developmental psychology and clarifies its status as a specific methodology or as a general theoretical orientation.
 

Class Assignment #2: Narrow down your general interests and select 3-4 specific aging topics you would be interested in researching. Write these topics down with a short explanation of your research interests in each of the topics. Try also to generate "key words" associated with each topic. Bring this list to the next class. We will search them in the database at the library and evaluate the feasibility of your research. Due September 27th.
 
 
 

9/27

Black, Ch1 & 2.

Hedrick et al., Ch1 & 2.

Richard Higginbotham, NEIU librarian, "Library searches in gerontology: The logic of searching and database (including the internet)".
 

Class Assignment #3: Select 5 research articles pertinent to your research. Identify the construct(s), and explain how the author intends to measure them. Write a paragraph on each construct for presenting them in class. Due October 11th.
 
 
 

10/4

Woodruff-Pak, D. (1989). Aging and intelligence: Changing perspectives in the twentieth century. Journal of Aging Studies, 3 (2), 91-118.

-Proposes an evolving pattern of aging and intelligence research during the twentieth century.
 

Schaie, W. (1988). Ageism in psychological research. American Psychologist, 43 (3), 179-183.

-Suggests implications of ageist bias in psychological research.
 

(Suggested Readings)

Kramer, D. A. (1990). Conceptualizing wisdom: The primacy of affect-cognition relations. In R. J. Sternberg (Ed.), Wisdom: Its nature, Origins, and development (pp.279-316). Cambridge, U.K.: Cambridge University Press.

-An example of "phase IV" (current) perspective of aging research.
 

Sterns, H. L., & Alexander, R. A. (1977). Cohort, age, and time of measurement: Biomorphic considerations. In N. Datan & H.W. Reese (Eds.), Life-span developmental psychology: Dialectic perspectives on experimental research (pp.105-119). NY: Academic Press.

-An example of the 70's intervention-oriented "phase III" perspective.
 

Chapell, M. S. (1996). Brief report: Changing perspectives on aging and intelligence: An empirical update. Journal of Adult Development, 3 (4), 233-239.

-An updated report of the Woodruff-Pak's (1989) paper.
 
 
 

10/11

Achenbach, T. (Chapter 4).

-Movement to the context of justification. Operational definitions. Reliability and validity. Experiments and correlations.
 

Black, Ch3, 4, & 8.
 

Class Assignment #4: Write one page summary on each 5 article you have selected with regard to the issues of validity and reliability. Due

October 25.
 

10/18

10/25

Campbell, D. T. & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research (pp.1-37). Chicago: Rand McNally & Company.

-Considerations of internal and external validity and how to deal with them.
 

Schaie, K. W. (1978). External validity in the assessment of intellectual development in adulthood. Journal of Gerontology, 33(5), 695-701.

-The issue of external validity specific to aging research.
 

Fowler, Ch5 & 6.

Hedrick et al., Ch3 & 4.
 

(Suggested Readings)

Schaie, K. W. (1977). Quasi-experimental research designs in the psychology of aging. In J. E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (39-58). NY: Van Nostrand.

-Description of various quasi-experimental designs including threats to their internal and external validity.
 

Cooney, T. M., Schaie, K. W. , & Willis, S. L. (1988). The relationship between prior functioning on cognitive and personality dimensions and subject attrition in longitudinal research. Journal of Gerontology, 43(1), 12-17.

-Focuses on an issue of experimental mortality.
 

Class Assignment #5: Develop or locate a data collection instrument that you intend to use for your study. This can be a questionnaire, an interview schedule, an observation technique or tool, etc. Issues of operationalizing your key concepts, validity, and reliability need to be addressed. Pilot test your instrument or measure on 3+ people of the target sample and report what you learned. Include a copy of your measure with the paper. 1-2 pages. Due November 8th.
 

11/1

Brooks-Gun, J., Phelps, E., & Elder, G. H. (1991). Studying lives through time: Secondary data analyses in developmental psychology. Developmental Psychology, 27 (6), 899-910.
 

McCall, R. B., & Applebaum, M I. (1991). Some issues of conducting secondary analyses. Developmental Psychology, 27 (6), 911-917.
 

Stewart & Kamins, Ch1, 2, & 8.
 

11/8

11/15

Rushton, J. P., Brainerd, C., & Pressley, M. (1983). Behavioral development and construct validity: The principle of aggregation.

-An advantage of multiple measurements as a more stable and representative estimator.
 

Rosnow, R. (1997). Hedgehogs, foxes, and the evolving social contract in psychological science: Ethical challenges and methodological opportunities. Psychological Methods, 2(4), 345-346.
 

Lidsey, R. T. (1984). Informed consent and deception in psychotherapy research: An ethical analysis. The Counseling Psychologist, 12(3), 79-86.
 
 
 

11/22

Film, Mind Walk.
 

11/29
 

Hedricks, J. (1996). Qualitative research: Contributions and advances. In R. H. Binstoch & L. K. George (Eds.), Handbook of aging and social sciences (4th ed., pp. 52-72). NY: Academic Press.

Berg, Ch1, 2, & 5.

Critical Paper Due.
 

12/6

Class presentation.
 

12/13

Final Paper Due By 7PM.
 
 

Find an area that you are most interested in the field of aging and select 5 related articles from professional journals (This excludes magazines, newspapers, movies, etc.). For each article, briefly describe the study, and then identify and critique the study's research approach and methodology regarding the following points:
 

1) Choice of general study orientation (e.g., qualitative or quantitative).
 

2) Sampling technique (random, stratified, etc.). Potential sampling biases.
 

3) Sample characteristics (ethnicity, gender, SES, etc.).
 

4) Choice of research design strategies (e.g., longitudinal or cross-sectional)--criticizing potential confounds/problems/limitations.
 

5) Process of instrument development, assessment technique and the administration of testing (e.g., pilot testing with similar group of older adults?)--criticizing testing process, age-sensitivity, experimenter bias, etc.
 

6) Data analysis and interpretation (e.g., validity and reliability issues, choice of statistical strategies).
 

7) ...and any other points that you feel relevant.
 
 
 

EACH STUDY CRITIQUE SHOULD BE 2+ PAGES IN LENGTH.
 

DUE ON OR BEFORE NOVEMBER 29TH.
 

Using what you developed from past assignments in this semester, write a research proposal paper. The proposal must include:

1) Cover page

2) Introduction--integrated literature review using 5 selected articles as well as others, problem statement, study objectives, and research hypotheses.

3) Methods--participants' characteristics, material or instrument description (reliability and validity), and procedure (administration and recruitment processes).

4) Analyses--use of particular statistical analyses.

5) References
 

The paper format must follow the APA manual and should be no longer than 10 pages, excluding cover page, references, and appendices. Due on or before December 13th, 7pm.