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Group Design

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...

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Research at a Distance: Replicating Semantic Differentiation Effects Using Remote Data Collection With Children

Catarina Vales¹, Christine Wu¹, Jennifer Torrance²

¹Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States.

Frontiers in Psychology

|August 23, 2021

Summary

This summary is machine-generated.

Remote data collection in developmental science is feasible for children. Novel web-based tasks successfully replicated key findings on semantic representations and reasoning, supporting equitable and replicable research.

Keywords:

remote data collection semantic differentiation semantic inference semantic similarity semantic structure spatial arrangement method

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Area of Science:

Developmental Psychology
Cognitive Science
Educational Technology

Background:

Remote data collection offers potential for larger, more diverse samples in developmental science.
Current limitations exist in comparing remote versus in-person data collection with children.
Ensuring comparability is crucial for integrating findings across studies.

Purpose of the Study:

To investigate the feasibility and validity of remote data collection for children.
To replicate established experimental effects using novel web-based tasks.
To assess the comparability of remote data collection with traditional methods.

Main Methods:

Developed web-based versions of two established experimental tasks for 4-6-year-old children.
Recruited child participants from a virtual enrichment program.
Conducted remote data collection via online platforms.

Main Results:

Successfully replicated two key experimental effects in children using remote methods.
Demonstrated the emergence of structured semantic representations (N=52).
Showcased the role of semantic representations in inferential reasoning (N=40).

Conclusions:

Remote data collection procedures can yield comparable results to in-person methods for children.
Supports the use of remote data collection for more equitable and replicable developmental science.
Highlights opportunities for community-based research collaborations and methodological advancements.