A longitudinal study collects data from the same subjects
over time. If one is studying language development and intelligence, observation of the
same subjects, usually very young children, affords a researcher a way of seeing how
language develops and a way of gathering information about intelligence, which may or
may not develop over time, something we would all like very much to know. If we want
to know how language develops, we need to see it developing. If we want to know if
intelligence develops or is static, we must observe it over
time.
Non-longitudinal studies are certainly done in these
areas, though. For example, one might look at a "snapshot" of children from different
environments to see if those environments affect language development. Similarly, this
approach is used to study intelligence.
In these areas, as
in any other area, the kind of study chosen is a function of one's inquiry. What do you
want to know? What is your hypothesis? Longitudinal studies are time-consuming and
costly, and when they involve children, they are even more time-consuming because
special precautions must be observed. Nevertheless, sometimes the nature of the inquiry
necessitates a longitudinal study.
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