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Integrating Basic and Applied Developmental Research: A New Model for the Twenty‐First Century
Author(s) -
Schwebel David C.,
Plumert Jodie M.,
Pick Herbert L.
Publication year - 2000
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/1467-8624.00137
Subject(s) - basic research , perspective (graphical) , affordance , psychology , perception , field (mathematics) , management science , applied research , research program , cognitive science , computer science , engineering ethics , cognitive psychology , epistemology , sociology , artificial intelligence , social science , engineering , philosophy , mathematics , neuroscience , library science , pure mathematics
Until recently, basic and applied research agendas in the field of child development have followed separate paths. One reason the two have not merged is that the objectives of basic and applied research are often seen as incompatible. In this paper, we argue that researchers can simultaneously achieve the objectives of advancing basic knowledge and addressing applied problems within a single research program. We provide a framework for this perspective by first looking back at historical trends of basic and applied developmental research and then looking forward at potential new approaches for integrating basic and applied research. We use our own research on perception of affordances and unintentional childhood injuries to illustrate how researchers might implement these strategies for integrating basic and applied research. We conclude by discussing how we might extend this integration further to include nontraditional classes of application.