Topic
Microgenetic design
About: Microgenetic design is a research topic. Over the lifetime, 53 publications have been published within this topic receiving 2661 citations.
Papers published on a yearly basis
Papers
TL;DR: The microgenetic method is an approach that can yield detailed data about particular changes that illuminate both qualitative and quantitative aspects of change, indicate the conditions under which changes occur, and yield otherwise unobtainable information about short-lived transition strategies.
Abstract: Progress in understanding cognitive developmental change mechanisms requires methods that yield detailed data about particular changes. The microgenetic method is an approach that can yield such data. It involves (a) observations of individual children throughout the period of the change, (b) a high density of observations relative to the rate of change within that period, and (c) intensive trial-by-trial analyses intended to infer the processes that gave rise to the change. This approach can illuminate both qualitative and quantitative aspects of change, indicate the conditions under which changes occur, and yield otherwise unobtainable information about short-lived transition strategies. The cost in time and effort of such studies is often high, but the value of the information about change can more than justify the cost.
599 citations
TL;DR: The microgenetic method has been advocated by developmentalists as a promising tool in the study of change Despite convergence of findings across investigators and diverse domains, several fundamental questions need to be answered as discussed by the authors, such as: (a) Is the potential for change specific to periods of developmental transition? (b) Is change domain-general or domain-specific? (c) Why and how does change occur?
Abstract: The microgenetic method has been advocated by developmentalists as a promising tool in the study of change Despite convergence of findings across investigators and diverse domains, however, several fundamental questions need to be answered (a) Is the potential for change specific to periods of developmental transition? (b) Is change domain-general or domain-specific? (c) Why and how does change occur? Answers to these questions bear on the extent to which microgenetic study of change can be interpreted as providing insight into the natural change process
252 citations
TL;DR: This paper examined how children learn to use memory strategies in a microgenetic investigation of learning and metacognition and found evidence of a causal role of training and meta-awareness that mediated the use of sorting and higher recall.
144 citations
Book•
1 Jan 2000
TL;DR: Lee, K. et al. as discussed by the authors discuss cognitive development in a connectionist framework: rethinking the Nature-Nurture debate: Plunkett, K., K. H., Posner, M. I., and Rothbart, M., P. K., and Schult, C. A.
Abstract: Preface. Introduction: What is cognitive development research and what is it for? --- An introduction: Lee, K. 1. History and Future of Cognitive Development Research. Cognitive Development: Past, Present, and Future: Flavell, J. H. 2. Piaget's Theory. Piaget's Theory: Piaget, J. 3. Developmental Research Method (Microgenetic Method). Cognitive Variability: A key to understanding cognitive development: Siegler, R. 4. Information Processing and Connectionism. Development in a connectionist framework: rethinking the Nature-Nurture debate: Plunkett, K. 5. Motor Learning and Development. Three-Month-Old Infants can Learn Task-Specific Patterns on Interlimb Coordination: Thelen, Esther. 6. Attention. Facilitation of Saccades toward a Covertly Attended Location in Early Infancy: Johnson, M. H., Posner, M. I., & Rothbart, M. K. 7. Perceptual Development: Young Infants' Perception of Object Unity: Implications for Development of Attentional and Cognitive Skills: Johnson, S. P. 8. Early Numerical Knowledge. Infants Possess a System of Numerical Knowledge: Wynn, K. 9. Intentionality and Imitation. Understanding of the Intentions of Others: Re-Enactment of Intended Acts by 18-Months-Old Children: Meltzoff, A. 10. Theory of Mind. Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction: Gopnik, A. & Astington, J. W. 11. Memory and Suggestibility. The Suggestibility of Young Children: Bruck, M., & Ceci, S. 12. Language. Why do Children say "Breaked"? Marcus, G. F. 13. Symbolic Development. Rapid Change in the Symbolic Functioning of Very Young Children: DeLoache, J. 14. Spatial Knowledge and Gender Differences. The Water-Level Task: An Intriguing Puzzle: Vasta, R., & Liben, L. S. 15. Mathematical Knowledge. Preschool Origins of Cross-National Differences in Mathematical Competence: The Role of Number-Naming Systems: Miller, K. F., Smith, Catherine, M., Zhu, J., & Zhang, H. 16. Scientific Reasoning. Young Children's Psychological, Physical, and Biological Explanations: Wellman, H. M., Hickling, A. K., & Schult, C. A. 17. Physical Knowledge. The Development of Beliefs about Falling Objects: Kaiser, Proffitt, & McCloskey. 18. Moral Understanding. Lying and Truthfulness: Children's Definitions, Standards, and Evalutive Reactions: Bussey, K. 19. Cognitive Developmental Pathology. Cognitive Explanation of Autism: Frith. U. Index.
95 citations
TL;DR: A microgenetic research design with a multiple case study method and a combination of quantitative and qualitative analyses was used to investigate interdyad differences in real-time dynamics and developmental change processes in mother-infant face-to-face communication over the first 3 months of life.
Abstract: A microgenetic research design with a multiple case study method and a combination of quantitative and qualitative analyses was used to investigate interdyad differences in real-time dynamics and developmental change processes in mother-infant face-to-face communication over the first 3 months of life. Weekly observations of 24 mother-infant dyads with analyses performed dyad by dyad showed that most dyads go through 2 qualitatively different developmental phases of early face-to-face communication: After a phase of mutual attentiveness, mutual engagement begins in Weeks 7-8, with infant smiling and cooing bidirectionally linked with maternal mirroring. This gives rise to sequences of positive feedback that, by the 3rd month, dynamically stabilizes into innovative play routines. However, when there is a lack of bidirectional positive feedback between infant and maternal behaviors, and a lack of permeability of the early communicative patterns to incorporate innovations, the development of the mutual engagement phase is compromised. The findings contribute both to theories of relationship change processes and to clinical work with at-risk mother-infant interactions.
94 citations
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Performance Metrics
| Year | Papers |
|---|---|
| 2020 | 1 |
| 2018 | 2 |
| 2017 | 2 |
| 2015 | 1 |
| 2014 | 2 |
| 2013 | 10 |