The longitudinal method is what?

, как правило, противопоставляется аналитической модели срезов. Longitudinal study method in psychology , as a rule, is contrasted with the analytical model of sections. Recently, it began to be considered in the context of identifying experimental delayed effects. . Let us further consider what the longitudinal method of investigation is .

General information

в многократной фиксации параметров на одном человеке либо группе людей. Longitude method consists in multiple fixation of parameters on one person or group of people. The cut model, in contrast to it, involves comparing the indicators at the same time in representatives of different age categories. означает "продолженное изучение". The classical longitudinal method in psychology means "continued study."

Specificity

находится на особой позиции в структуре аналитической техники, социальных наук, дисциплинах, изучающих поведение. Longitudinal comparison method is on a special position in the structure of analytical techniques, social sciences, disciplines that study behavior. This is due to a number of circumstances. First of all, a special position is connected with the specifics of verifiable hypotheses about development. Of great importance are the difficulties in planning, organizing observations, processing results. Many authors gave in their works classification of the applied models of analysis. , в частности, к организационным приемам. The considered longitudinal method, according to Ananyev, refers , in particular, to organizational methods.

Structural elements

Hypotheses about development contain an assumption about the dynamics of changes in indicators over time. However, this factor is not considered as a source or prerequisite. It is regarded as an analog of an independent variable. Theoretical justification for the possibility of temporal dynamics of changes in indicators is interpreted as development, it also provides methodological principles for understanding this process, the provisions of a particular concept, as well as the evaluation of observation planning.

Problem Solving

позволяет прямо обращаться к проверке казуальных предположений в плане требований к временной последовательности следствий и причин. The longitudinal method allows direct access to the verification of casual assumptions in terms of the requirements for a temporal sequence of effects and causes. Accordingly, it can bring closer to the implementation of two key conditions for identifying a link. The first involves investigating the cause and consequences over time, the second is establishing covariance between them. The place of preconditions can occupy any influences that are under observation. However, they can not be treated as experimental if the expert does not manage them. Other withdrawal requirements about the causes can be obtained in successive cross-sectional or cross-sectional observations. For example, the condition for the presence of covariance variables is identified through intergroup differences or non-zero correlations between variables. The requirement for the absence of alternative justifications can be realized through the use of statistical or experimental control.

Features of development

возник в период введения систематической переписи населения в Квебеке в Канаде в 17-м столетии. The longitudinal method arose during the introduction of a systematic population census in Quebec in Canada in the 17th century. The greatest development of this analytical model was after the First World War in America. Later in the late 20 century. закрепился в социальных дисциплинах и науке о поведении. The longitudinal method was fixed in social disciplines and the science of behavior. Modern development of the model is conditioned by the improvement of information analysis techniques, determined at the planning stage of observation. The authors of one of the articles devoted to the method indicate that in most of the modern theories, assertions that have a dynamic character are indirectly or directly put forward. In other words, they appeal to the justification of a certain phenomenon in the context of the changes that occur to it or its connections to other phenomena. A similar conclusion can be drawn about the psychological patterns that are established when testing hypotheses about development, delayed or long-term effects of impacts.

Interrelation with empirical observations

. Hypothesis testing is a key task that is performed by the longitudinal method . However, despite this, the conclusions about development are often made in accordance with the results of empirical observations. They are carried out in the framework of a variety of psychological concepts using the cut-off method. It allows you to detect the connection of several static variables taken in a separate time interval. The use of the findings is conditioned by the existence of an implicit assumption about the equivalence of the samples through which the comparison is made, as well as historical periods for different categories of subjects. This often leads to ignoring an important source of confusion, which needs to be given special attention.

Key Concepts

To denote the community of people in the sample by the year of birth, the term "cohort" is used. In accordance with the demographic characteristics, this concept means a certain group of people, designated within a geographical or other population, survived similar events in a given time period. Variable age is the chronological number of years at the time of observation. In the analysis, the term "period" should also be clarified. It denotes the time of measurement and the stage that is covered by the cohort's life, which includes historical events common to its members. Formally, the community is defined as follows:

Cohort = Measurement period (calendar year) - age (number of years from birth).

Explanations

The above equation illustrates the linear relationship between measurement time, cohort and age. In this case, the source of systematic mixing important for the longitudinal method is expressed. People born in one year, live in general social conditions, covering a particular historical period. From this follows such a conclusion. Common for people of the cohort will be not only the year of birth, but also their "history" - the content of the period in which they live in a particular country, in specific geographical conditions, political, economic, cultural space. . If this mixture is ignored, then one can question the validity of the conclusions that a specialist using the longitudinal method will receive.

Consequences

Linear dependence leads to the fact that during the control of any two indicators, the third variable is controlled. If the method of cuts is used in the study, the sample of people also has a common "history", but it is different for the participants of longitudinal slices and sections. This leads to a confusion of the factor of social circumstances and age. In this regard, when performing cross-sectional comparisons of the parameters of people of different ages, the differences found between the more mature and young subjects may express not the line of development of the main process, but the effects of the cohort. The use of the longitudinal method with multiple successive measurements can facilitate the detection of results not specified as the subject of the study, but the consequences of the impact of social circumstances as a historical stage specific to the sample.

Attempts to overcome addiction

They are divided into 2 conceptual categories. The first is Mason's research. In it, the problem is supposed to be solved at a statistical level. For this, models are formed, by which collinearity (absolute mathematical dependence) between the cohort, age and time interval is eliminated. The second group contains approaches that presuppose a theoretical justification for the process of excluding the consideration of the impact of one indicator on the identified lines of development or their rethinking. In this direction, some methods have been developed. Some consider cohort parameters as an interaction of age and time effects. Others replace the sample by its characteristics, which can be accurately determined and measured. In the ideal case, the effects of the period and cohort, which have a fundamentally different explanatory status, rather than time indices, are excluded from the analysis. They will be replaced by operationalized properties, which enable us to grow the parameters of age, historical period and the sample itself. This form of analysis is essentially impossible beyond the "true" longitudinal study, where a lot of measurements are carried out in relation to several cohorts simultaneously.

Objectives

Longitude method allows you to test "strong" casual hypotheses when performing a quantitative evaluation of the dynamic properties of development. The key objectives of the study are:

1. Increase the accuracy of measuring the effect. It is achieved by controlling intra-individual variability. In this case, schemes of repeated observations are used, to which, among other things, the longitudinal method also applies.
2. Testing of hypotheses related to the orientation of casual connections, evaluation of their strength.
3. Determination of the functional form of development curves or intra-individual trajectories.
4. Analysis of interindividual differences. It is implemented using casual models.

In the literature, as a key difference in the understanding of the method considered, there is a lack of consensus on the question of the minimum number of time slices.