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and dif culty of longitudinal research, cross-sectional designs still predominate among developmental investigations. Often researchers will use both strategies, and, in an area that is not yet well developed either theoretically or empirically, cross-sectional studies often precede longitudinal pursuit of an issue. A commitment to multiple design strategies rather than a near-exclusive reliance on a single design is characteristic of the current area. In terms of experimental designs, a greater openness to multiple strategies is evident. Laboratory-based experimental studies and eld-based experimental investigations coexist with nonexperimental observational eld studies. Data-collection strategies come in a variety of forms as well. In spite of its less than stellar history, the self-report measure has reentered our methodological repertoire; parent, teacher, and peer reports are now commonly used. Another noteworthy trend re ects in part the openness of researchers to multimethod strategies as opposed to strict adherence to one approach. Observational methods are widely used along with verbal reports. Evidence, not just speculation, may be driving the eld to this new openness to a wide range of methods. Some researchers have found that ratings of behavior yield better prediction of later social behavior (Bakeman & Brown, 1980) and later cognitive assessments (Jay & Farran, 1981) than do more microanalytic and more expensive measures of parent child interaction. Finally, our sampling methods have come of age. Shifts in awareness of the importance of sampling have led to an increase in use of large representative national samples in developmental research. Although this has typically been the domain of sociologists and survey researchers, in the early 1990s, developmentalists have shown an increased awareness of the potential value of supplementing their usual small-sample strategies with these large-sample approaches. One prominent example is the use of the National Longitudinal Study of Youth (NLSY) for the examination of developmental issues, including divorce, achievement, and day care (Brooks-Gunn, Phelps, & Elder, 1991). These surveys have several advantages, including a large number of subjects, more representative samples, a multifaceted range of variables, and longitudinal designs. In turn, these characteristics permit testing of more complex models of development that require large numbers of subjects. In addition, these studies allow examination of connections across content-based domains as well as encouraging interdisciplinary cooperation. Finally, they permit testing of the cultural generality of the models. Newer, more innovative approaches that combine levels of sampling are becoming increasingly common as well. As a supplement to a large-scale survey approach, researchers are

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