Moderated Online Data-Collection for Developmental Research: Methods and Replications.
Moderated Online Data-Collection for Developmental Research: Methods and Replications.
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DOI：
10.3389/fpsyg.2021.734398
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发表时间：
2021
影响因子：
3.8
通讯作者：
Gweon H
中科院分区：
文献类型：
--
作者：
Chuey A;Asaba M;Bridgers S;Carrillo B;Dietz G;Garcia T;Leonard JA;Liu S;Merrick M;Radwan S;Stegall J;Velez N;Woo B;Wu Y;Zhou XJ;Frank MC;Gweon H
在线数据收集方法正在为研究人员和参与者扩大发展研究的便利性和可及性。虽然在2019冠状病毒病大流行期间，它在发展科学家中的受欢迎程度飙升，但它的潜力不仅仅是一种安全、远离社交的数据收集手段。特别是，视频会议软件的进步使研究人员几乎可以在任何时间、任何地点与参与者进行面对面的交流。然而，由于这些方法的新颖性，许多研究人员仍然不确定可用方法的差异以及更广泛的在线方法的有效性。在本文中，我们的目标是解决这两个问题，重点关注使用视频会议软件（例如，Zoom）收集的适度（同步）数据。首先，我们回顾了设计和执行针对幼儿的适度在线研究的现有方法。我们还提供了具体的研究实例，这些研究在面对面和在线缓和的数据收集方法中实施了选择和口头测量（研究1和2）以及观察时间（研究3和4）。对每项研究中两种方法的直接比较以及对所有研究的荟萃分析表明，两种方法的结果具有可比性，为适度在线数据收集的有效性提供了实证支持。最后，我们讨论了目前在线数据收集的局限性和可能的解决方案，以及它在增加发展科学的可及性、多样性和可复制性方面的潜力。
Online data collection methods are expanding the ease and access of developmental research for researchers and participants alike. While its popularity among developmental scientists has soared during the COVID-19 pandemic, its potential goes beyond just a means for safe, socially distanced data collection. In particular, advances in video conferencing software has enabled researchers to engage in face-to-face interactions with participants from nearly any location at any time. Due to the novelty of these methods, however, many researchers still remain uncertain about the differences in available approaches as well as the validity of online methods more broadly. In this article, we aim to address both issues with a focus on moderated (synchronous) data collected using video-conferencing software (e.g., Zoom). First, we review existing approaches for designing and executing moderated online studies with young children. We also present concrete examples of studies that implemented choice and verbal measures (Studies 1 and 2) and looking time (Studies 3 and 4) across both in-person and online moderated data collection methods. Direct comparison of the two methods within each study as well as a meta-analysis of all studies suggest that the results from the two methods are comparable, providing empirical support for the validity of moderated online data collection. Finally, we discuss current limitations of online data collection and possible solutions, as well as its potential to increase the accessibility, diversity, and replicability of developmental science.
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DOI：
10.1073/pnas.1707715114
发表时间：
2017-11-07
影响因子：
11.1
作者：
Wu Y;Muentener P;Schulz LE
通讯作者：
Schulz LE
DOI：
10.1126/science.aaa3799
发表时间：
2015-04-03
期刊：
Science (New York, N.Y.)
影响因子：
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作者：
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通讯作者：
Feigenson L
影响因子：
5.4
作者：
SPELKE, ES;BREINLINGER, K;JACOBSON, K
通讯作者：
JACOBSON, K
影响因子：
4
作者：
Anderson, Craig A.;Allen, Johnie J.;Rokkum, Jeffrey N.
通讯作者：
Rokkum, Jeffrey N.
DOI：
10.1080/15248372.2020.1797751
发表时间：
2020
期刊：
Journal of cognition and development : official journal of the Cognitive Development Society
影响因子：
--
作者：
Rhodes M;Rizzo MT;Foster-Hanson E;Moty K;Leshin RA;Wang M;Benitez J;Ocampo JD
通讯作者：
Ocampo JD