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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 the two are due to...

Blind Procedures

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Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...

The Stanford Prison Experiment

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Randomized Experiments

Randomized Experiments

The randomization process involves assigning study participants randomly to experimental or control groups based on their probability of being equally assigned. Randomization is meant to eliminate selection bias and balance known and unknown confounding factors so that the control group is similar to the treatment group as much as possible. A computer program and a random number generator can be used to assign participants to groups in a way that minimizes bias.
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Blinding

Blinding

Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.

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Related Experiment Video

Updated: Jun 18, 2026

Remotely Supervised Transcranial Direct Current Stimulation: An Update on Safety and Tolerability

Remotely Supervised Transcranial Direct Current Stimulation: An Update on Safety and Tolerability

Published on: October 7, 2017

Neuropsychological Stimulation Program for Children from Low Socioeconomic Backgrounds: Study Protocol for a

Pablo Rodríguez-Prieto^1,2, Ian Craig Simpson³, Diego Gomez-Baya⁴

¹Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 41704 Dos Hermanas, Spain.

Healthcare (Basel, Switzerland)

|March 12, 2024

Summary

This study introduces a cognitive and emotional stimulation program for Guatemalan children facing socioeconomic challenges. The program aims to enhance academic performance and overall well-being through targeted interventions.

Keywords:

childhood development cognitive stimulation emotional neuropsychology randomized controlled trials vulnerability

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Published on: June 6, 2025

Area of Science:

Neuroscience
Developmental Psychology
Educational Psychology

Background:

Guatemalan children face significant socioeconomic disadvantages and educational disruptions due to COVID-19.
These factors pose risks to children's emotional and cognitive development.
A need exists for interventions to mitigate these negative impacts.

Purpose of the Study:

To present a protocol for a cognitive and emotional stimulation program.
To enhance academic performance and quality of life for disadvantaged children.
To validate a neuropsychological stimulation program for global application.

Main Methods:

A randomized controlled trial will assess a 24-session stimulation program using the NeuronUP platform.
Participants (n=480) will be assigned to experimental or control groups, with roles reversed in the second year.
Cognitive functions (attention, language, executive functions, social cognition) and academic performance will be assessed pre-, post-, and during follow-up.

Main Results:

The study is designed as a protocol; actual results are pending.
The methodology allows for comparison of academic and cognitive performance between groups over two years.
Cross-over design enables assessment of intervention effects regardless of initial group assignment.

Conclusions:

Effective interventions are expected to improve cognitive and emotional development.
Enhanced academic performance and well-being are anticipated outcomes.
The validated program could be applied in similar disadvantaged settings worldwide.