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Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study

The COVID-19 pandemic has transformed the landscape for children’s daily lives and the landscape for developmental psychology research. Pandemic-related restrictions have also significantly disrupted the traditional face-to-face methods with which developmental scientists produce research. Over the...

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Autores principales: Nelson, Paige M., Scheiber, Francesca, Laughlin, Haley M., Demir-Lira, Ö. Ece
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8581355/
https://www.ncbi.nlm.nih.gov/pubmed/34777114
http://dx.doi.org/10.3389/fpsyg.2021.733192
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author Nelson, Paige M.
Scheiber, Francesca
Laughlin, Haley M.
Demir-Lira, Ö. Ece
author_facet Nelson, Paige M.
Scheiber, Francesca
Laughlin, Haley M.
Demir-Lira, Ö. Ece
author_sort Nelson, Paige M.
collection PubMed
description The COVID-19 pandemic has transformed the landscape for children’s daily lives and the landscape for developmental psychology research. Pandemic-related restrictions have also significantly disrupted the traditional face-to-face methods with which developmental scientists produce research. Over the past year, developmental scientists have published on the best practices for online data collection methods; however, existing studies do not provide empirical evidence comparing online methods to face-to-face methods. In this study, we tested feasibility of online methods by examining performance on a battery of standardized and experimental cognitive assessments in a combined sample of 4- to 5-year-old preterm and full-term children, some of whom completed the battery face-to-face, and some of whom completed the battery online. First, we asked how children’s performance differs between face-to-face and online format on tasks related to verbal comprehension, fluid reasoning, visual spatial, working memory, attention and executive functioning, social perception, and numerical skills. Out of eight tasks, we did not find reliable differences on five of them. Second, we explored the role of parent involvement in children’s performance in the online format. We did not find a significant effect of parent involvement on children’s performance. Exploratory analyses showed that the role of format did not vary for children at risk, specifically children born preterm. Our findings contribute to the growing body of literature examining differences and similarities across various data collection methods, as well as literature surrounding online data collection for continuing developmental psychology research.
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spelling pubmed-85813552021-11-12 Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study Nelson, Paige M. Scheiber, Francesca Laughlin, Haley M. Demir-Lira, Ö. Ece Front Psychol Psychology The COVID-19 pandemic has transformed the landscape for children’s daily lives and the landscape for developmental psychology research. Pandemic-related restrictions have also significantly disrupted the traditional face-to-face methods with which developmental scientists produce research. Over the past year, developmental scientists have published on the best practices for online data collection methods; however, existing studies do not provide empirical evidence comparing online methods to face-to-face methods. In this study, we tested feasibility of online methods by examining performance on a battery of standardized and experimental cognitive assessments in a combined sample of 4- to 5-year-old preterm and full-term children, some of whom completed the battery face-to-face, and some of whom completed the battery online. First, we asked how children’s performance differs between face-to-face and online format on tasks related to verbal comprehension, fluid reasoning, visual spatial, working memory, attention and executive functioning, social perception, and numerical skills. Out of eight tasks, we did not find reliable differences on five of them. Second, we explored the role of parent involvement in children’s performance in the online format. We did not find a significant effect of parent involvement on children’s performance. Exploratory analyses showed that the role of format did not vary for children at risk, specifically children born preterm. Our findings contribute to the growing body of literature examining differences and similarities across various data collection methods, as well as literature surrounding online data collection for continuing developmental psychology research. Frontiers Media S.A. 2021-10-28 /pmc/articles/PMC8581355/ /pubmed/34777114 http://dx.doi.org/10.3389/fpsyg.2021.733192 Text en Copyright © 2021 Nelson, Scheiber, Laughlin and Demir-Lira. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Nelson, Paige M.
Scheiber, Francesca
Laughlin, Haley M.
Demir-Lira, Ö. Ece
Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title_full Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title_fullStr Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title_full_unstemmed Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title_short Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study
title_sort comparing face-to-face and online data collection methods in preterm and full-term children: an exploratory study
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8581355/
https://www.ncbi.nlm.nih.gov/pubmed/34777114
http://dx.doi.org/10.3389/fpsyg.2021.733192
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