ArticleFrontiers in psychology2021
Webcams, Songs, and Vocabulary Learning: A Comparison of In-Person and Remote Data Collection as a Way of Moving Forward With Child-Language Research.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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The trial behind it
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Who cites it
10 citing papers in PubMed.
- Remote Text-Supplemented Audiobook Intervention Supports Children's Explicit and Incidental Vocabulary Learning.Developmental science · 2026Trial
- Quality of remotely-collected gaze data in autistic and nonspectrum children.Language development research · 2025Article
- The Feasibility of Remote Visual-World Eye-Tracking With Young Children.Open mind : discoveries in cognitive science · 2025Article
- Best Practices and Recommendations for Research Using Virtual Real-Time Data Collection: Protocol for Virtual Data Collection Studies.JMIR research protocols · 2024Article
- Conducting Developmental Research Online vs. In-Person: A Meta-Analysis.Open mind : discoveries in cognitive science · 2024Article
- The challenge of screen mediated shared reading for children's learning and engagement.Frontiers in psychology · 2023Article
- Developmental Changes in the Perception of Vocal Loudness and Voice Quality in 3- to 6-Year-Old Children.American journal of speech-language pathology · 2022Article
- Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study.Frontiers in psychology · 2021Article
- Children's Learning of Non-adjacent Dependencies Using a Web-Based Computer Game Setting.Frontiers in psychology · 2021Article
- Melody and Lyrics Are Integrated by Late Infancy During Recognition of Music Learned at Home.Infancy : the official journal of the International Society on Infant StudiesArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article evaluates a testing procedure for collecting eye-gaze data with toddlers and preschoolers during a word-learning task. We provide feasibility and precision data by comparing performance in an in-person version of the study (conducted under controlled conditions in the lab), with performance in a virtual version in which participants completed the testing procedure from home. Our data support the feasibility of collecting remote eye-gaze data with young children, and present it as a viable alternative for conducting developmental language research when in-person interactions with participants cannot take place. Additionally, we use this methodological approach to examine a topic that has gained popularity in recent years-the role of music and songs on vocabulary learning. We provide evidence suggesting that while songs may help increase attention during a particular task, greater attention does not lead to greater learning. In fact, preschoolers show improved word-learning performance for items that were trained in a spoken sentence compared to items that were trained in a song. This means that while songs may be beneficial for increasing child engagement, spoken sentences may be best for supporting deep level learning of language concepts.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.