Segal Shira C, Moulson Margaret C
Department of Psychology, Ryerson University, Toronto, ON, Canada.
Front Psychol. 2021 Oct 13;12:733275. doi: 10.3389/fpsyg.2021.733275. eCollection 2021.
The closure of in-person laboratories and decreased safety of face-to-face interactions resulting from the COVID-19 pandemic jeopardized the ability of many developmental researchers to continue data collection during this time. Disruptions in data collection are particularly damaging to longitudinal studies, in which the testing of different age groups occurs on a continuous basis, and data loss at one time point can have cascading effects across subsequent time points and threaten the viability of the study. In an effort to continue collecting data for a longitudinal study on emotion development started in-person pre-pandemic, we adapted two parent-infant interaction tasks (free-play task and toy removal task) for a remote testing framework. Our procedure for pivoting these tasks to a supervised, remote online testing framework is outlined and the associated strengths and challenges of testing in this format (e.g., feasibility and implementation, testing environment and task setup validity, and accessibility, recruitment, and diversity) are critically evaluated. Considerations for applying this framework to other behavioral tasks are discussed and recommendations are provided.
由于COVID-19大流行导致面对面实验室关闭以及面对面互动的安全性降低，许多发展心理学研究人员在此期间继续进行数据收集的能力受到了威胁。数据收集的中断对纵向研究尤其具有破坏性，在纵向研究中，不同年龄组的测试是持续进行的，一个时间点的数据丢失可能会对后续时间点产生连锁反应，并威胁到研究的可行性。为了继续为一项在大流行前就已开始的关于情绪发展的纵向研究收集数据，我们将两项亲子互动任务（自由玩耍任务和玩具移除任务）改编为远程测试框架。我们概述了将这些任务转换为受监督的远程在线测试框架的过程，并对这种测试形式的相关优势和挑战（例如可行性和实施、测试环境和任务设置有效性，以及可及性、招募和多样性）进行了批判性评估。讨论了将该框架应用于其他行为任务的注意事项并提供了建议。
