Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science

IF 3.1 1区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Science Pub Date : 2024-04-25 DOI:10.1111/desc.13521

Leher Singh, Sarah J. Rajendra

{"title":"Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science","authors":"Leher Singh, Sarah J. Rajendra","doi":"10.1111/desc.13521","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (<i>Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development</i>, and <i>Infant Behavior & Development</i>) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.</p>\n </section>\n \n <section>\n \n <h3> Research Highlights</h3>\n \n <div>\n <ul>\n \n <li>We analyzed reporting and representation of socioeconomic status in published studies on early child development.</li>\n \n <li>A large proportion of published studies did not report any socio-economic information.</li>\n \n <li>Suggestions for greater attention to socioeconomic status are proposed.</li>\n </ul>\n </div>\n </section>\n </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13521","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Science","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/desc.13521","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.

Research Highlights

We analyzed reporting and representation of socioeconomic status in published studies on early child development.
A large proportion of published studies did not report any socio-economic information.
Suggestions for greater attention to socioeconomic status are proposed.

Abstract Image

查看原文本刊更多论文

在发展研究中更多地关注社会经济地位，可以提高发展科学的外部有效性、普遍性和可复制性。

心理学研究人员因根据有限的抽样对人类行为做出广泛的推断而受到批评。在一定程度上，推定的普遍性反映在研究报告中对社会人口变异的有限表述上。在本分析中，我们考察了 2016 年至 2022 年间六种主流发展期刊（《婴儿学》、《儿童发展》、《发展科学》、《发展心理学》、《婴幼儿发展》和《婴幼儿行为与发展》）对与儿童发展诸多方面相关的关键社会人口结构--社会经济地位（SES）--的报道的时间趋势。研究结果表明，不同发展期刊和不同时期对 SES 的报道都很有限。不同地区和不同发展主题的报告率差异很大。在SES的具体指标方面，收入和照顾者的教育程度被一致用作SES指标。本文探讨了发展研究中缺乏社会经济因素整合所带来的认识代价。提出了进一步整合社会经济因素的途径。研究亮点：我们分析了已发表的儿童早期发展研究中社会经济地位的报告和代表性。很大一部分已发表的研究没有报告任何社会经济信息。我们提出了更多关注社会经济地位的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Developmental Science Multiple-

CiteScore

8.10

自引率

8.10%

发文量

132

期刊介绍： Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain