100+ Talks About Online Behavioral Research

Mis/Disinformation in Social Media Posts

Max Maw­by — Thinks Insight Con­tin­ue Read­ing Mis/Disinformation in Social Media Posts

Lex­i­cal bias for ambigu­ous speech

Julia Drouin — Uni­ver­si­ty of North Car­oli­na at Chapel Hill Con­tin­ue Read­ing Lex­i­cal bias for ambigu­ous speech

Group dynam­ics in a real time game of Geo-Guesser

David Shack­lette — Har­vard Uni­ver­si­ty Con­tin­ue Read­ing Group dynam­ics in a real time game of Geo-Guesser

Live col­lab­o­ra­tion in an online mul­ti­play­er task

Johann Majer — Leuphana Uni­ver­si­ty Con­tin­ue Read­ing Live col­lab­o­ra­tion in an online mul­ti­play­er task

Emo­tion­al respons­es to live music

Xim Cerdá & Gem­ma Car­dona — Uni­ver­si­tat Autono­ma de Barcelona & Bel­lvitge Bio­med­ical Research Insti­tute Con­tin­ue Read­ing Emo­tion­al respons­es to live music

Human under­stand­ing of ape communication

Kirsty Gra­ham — Uni­ver­si­ty of St Andrews Con­tin­ue Read­ing Human under­stand­ing of ape communication

Get­ting great data qual­i­ty online

Rachel Theodore — Uni­ver­si­ty of Con­necti­cut Con­tin­ue Read­ing Get­ting great data qual­i­ty online

Ground­ing data qual­i­ty checks in empir­i­cal findings

Andrew Mess­ing — Sona Sys­tems Con­tin­ue Read­ing Ground­ing data qual­i­ty checks in empir­i­cal findings

How to solve the prob­lem of data qual­i­ty in your online research

Andrew Gor­don — Pro­lif­ic Con­tin­ue Read­ing How to solve the prob­lem of data qual­i­ty in your online research

Smell and Mem­o­ry Consolidation

Jes­si­ca Knötzele — Uni­ver­si­ty of Freiburg Con­tin­ue Read­ing Smell and Mem­o­ry Consolidation

Reward­ing Stim­uli and Visu­al Search Performance

Tes­sa Clark­son — The Uni­ver­si­ty of Queens­land Con­tin­ue Read­ing Reward­ing Stim­uli and Visu­al Search Performance

How does a robot’s dialect affect trust?

Katha­ri­na Kühne — Uni­ver­si­ty of Pots­dam Con­tin­ue Read­ing How does a robot’s dialect affect trust?

Explor­ing Motor Imagery and Action Pre­dic­tion through Jug­gling and Base­ball Tasks in Online Environments

Zach Besler — Uni­ver­si­ty of British Colum­bia Con­tin­ue Read­ing Explor­ing Motor Imagery and Action Pre­dic­tion through Jug­gling and Base­ball Tasks in Online Environments

Eval­u­at­ing the effec­tive­ness of human-AI collaboration

Anh Nguyen — Auburn Uni­ver­si­ty Con­tin­ue Read­ing Eval­u­at­ing the effec­tive­ness of human-AI collaboration

(Reac­tion) Tim­ing is every­thing: Inves­ti­gat­ing learn­ing and deci­sion mak­ing in online research

Casey Roark — Uni­ver­si­ty of Pitts­burgh Con­tin­ue Read­ing (Reac­tion) Tim­ing is every­thing: Inves­ti­gat­ing learn­ing and deci­sion mak­ing in online research

A Case Study of Repro­ducible Addic­tion Sci­ence Online

Eric Thrailkill — Uni­ver­si­ty of Ver­mont Con­tin­ue Read­ing A Case Study of Repro­ducible Addic­tion Sci­ence Online

Sur­pris­ing sounds influ­ence risky deci­sion making

Glo­ria Feng — Yale Uni­ver­si­ty Con­tin­ue Read­ing Sur­pris­ing sounds influ­ence risky deci­sion making

Dis­cov­er how Psy­cho­log­i­cal The­o­ry can be applied to Dig­i­tal Marketing

Jakob, Philipp, Aam­i­na, Octavia, and Sofia — KCL Mar­ket­ing Stu­dents Con­tin­ue Read­ing Dis­cov­er how Psy­cho­log­i­cal The­o­ry can be applied to Dig­i­tal Marketing

The Future of Mar­ket­ing in High­er Edu­ca­tion: Bridg­ing the Gap Between The­o­ry and Industry

Gillian Brooks — King’s Col­lege Lon­don Con­tin­ue Read­ing The Future of Mar­ket­ing in High­er Edu­ca­tion: Bridg­ing the Gap Between The­o­ry and Industry

The Miss­ing Mil­lions: How Super­mar­kets are Acci­den­tal­ly Giv­ing Away Millions

Dr Gareth Har­vey — DECIDE Con­tin­ue Read­ing The Miss­ing Mil­lions: How Super­mar­kets are Acci­den­tal­ly Giv­ing Away Millions

Intro­duc­tion to Goril­la Game Builder

Nick Hodges — Goril­la Con­tin­ue Read­ing Intro­duc­tion to Goril­la Game Builder

Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Katie Mans­field — Uni­ver­si­ty of Sheffield Con­tin­ue Read­ing Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Tap­ping into Tablet Tots and Mid­dleschool Minecrafters: Test­ing chil­dren online using Ani­mal-AI and Goril­la Game Builder

Lucy Cheke — Uni­ver­si­ty of Cam­bridge Con­tin­ue Read­ing Tap­ping into Tablet Tots and Mid­dleschool Minecrafters: Test­ing chil­dren online using Ani­­mal-AI and Goril­la Game Builder

Intro­duc­tion to Goril­la Task Builder 2.0

Nick Hodges — Goril­la Con­tin­ue Read­ing Intro­duc­tion to Goril­la Task Builder 2.0

Social Offload­ing: Using online meth­ods to inves­ti­gate social­ly embed­ded dis­trac­tor suppression

Dr Miles Tufft — UCL Con­tin­ue Read­ing Social Offload­ing: Using online meth­ods to inves­ti­gate social­ly embed­ded dis­trac­tor suppression

Is it eas­i­er to use one lan­guage vari­ety at a time or mix them? An online vol­un­tary lan­guage switch­ing study with “bidi­alec­tals”

Dr Neil Kirk — Aber­tay Uni­ver­si­ty Con­tin­ue Read­ing Is it eas­i­er to use one lan­guage vari­ety at a time or mix them? An online vol­un­tary lan­guage switch­ing study with “bidi­alec­tals”

The role of intrin­sic reward in ado­les­cent word learning

Dr Saloni Krish­nan — Roy­al Hol­loway, Uni­ver­si­ty of Lon­don Con­tin­ue Read­ing The role of intrin­sic reward in ado­les­cent word learning

Repro­ducibil­i­ty 2.0

Pro­fes­sor Sophie Scott
Jo Evershed
Pro­fes­sor Uri Simonsohn
Pro­fes­sor Mar­cus Manufo
Dr Eka­te­ri­na Damer
Dr David Roth­schild Con­tin­ue Read­ing Repro­ducibil­i­ty 2.0

Remote­ly Quan­ti­fy­ing Visuo­mo­tor Learn­ing with and with­out Movement

@oliviaakim
Olivia Kim, Prince­ton Con­tin­ue Read­ing Remote­ly Quan­ti­fy­ing Visuo­mo­tor Learn­ing with and with­out Movement

PONT: A Pro­to­col for Online Neu­ropsy­cho­log­i­cal Testing

Will Saban, Berke­ley Uni­ver­si­ty of Cal­i­for­nia Con­tin­ue Read­ing PONT: A Pro­to­col for Online Neu­ropsy­cho­log­i­cal Testing

Mea­sur­ing skilled motor behav­iors in the age of COVID

@rmhead
Ryan More­head, Uni­ver­si­ty of Leeds Con­tin­ue Read­ing Mea­sur­ing skilled motor behav­iors in the age of COVID

Goril­la Shop Builder Demo

@nikoraisu
Nick Hodges, Goril­la Con­tin­ue Read­ing Goril­la Shop Builder Demo

Improv­ing atti­tudes to food: apply­ing behav­iour­al sci­ence to nudge peo­ple into health­i­er dietary choices

Dim­itris Koutoukidis, Uni­ver­si­ty of Oxford Con­tin­ue Read­ing Improv­ing atti­tudes to food: apply­ing behav­iour­al sci­ence to nudge peo­ple into health­i­er dietary choices

Using Behav­ioral Nudges and Eco­nom­ic Incen­tives to Pro­mote Healthy Food Pur­chas­es in Online Retail Settings

Pasquale Rum­mo, NYU Con­tin­ue Read­ing Using Behav­ioral Nudges and Eco­nom­ic Incen­tives to Pro­mote Healthy Food Pur­chas­es in Online Retail Settings

Escap­ing the lab­o­ra­to­ry: Apply­ing lab­o­ra­to­ry find­ings in the com­mer­cial world

Gareth Har­vey, Uni­ver­si­ty of Applied Sci­ences West­ern Switzer­land Con­tin­ue Read­ing Escap­ing the lab­o­ra­to­ry: Apply­ing lab­o­ra­to­ry find­ings in the com­mer­cial world

The cost of not exper­i­ment­ing? Learn­ings from the FCA

@alxchesterfield
Alexan­dra Chester­field, Natwest Con­tin­ue Read­ing The cost of not exper­i­ment­ing? Learn­ings from the FCA

What’s the colour of money?

Tim Rout­ledge, CX Lab Con­tin­ue Read­ing What’s the colour of money?

Live the­atre and Under­wa­ter night clubs: neu­ro­science in the real world

@eyethinkdcr
Dan Richard­son, UCL Con­tin­ue Read­ing Live the­atre and Under­wa­ter night clubs: neu­ro­science in the real world

Test­ing social inter­ac­tion in iso­la­tion: an online challenge

@bryony_payne
Bry­ony Payne, UCL Con­tin­ue Read­ing Test­ing social inter­ac­tion in iso­la­tion: an online challenge

GazeScor­er — Auto­mat­ed gaze direc­tion scor­ing from videos col­lect­ed online through con­ven­tion­al webcam.

Alex Fras­er, Uni­ver­si­ty of Oxford Con­tin­ue Read­ing GazeScor­er — Auto­mat­ed gaze direc­tion scor­ing from videos col­lect­ed online through con­ven­tion­al webcam.

Vir­tu­al in-time data col­lec­tion with child participants

@SylviaGattas
Sylvia Gat­tas, Uni­ver­si­ty of Oxford Con­tin­ue Read­ing Vir­tu­al in-time data col­lec­tion with child participants

Jour­neys in the mind: the chal­lenges and ben­e­fits of using online meth­ods to under­stand dri­ver behav­iour and trans­port psychology

@CatNaughtie
Cather­ine Naugh­tie, Uni­ver­si­ty of Bath Con­tin­ue Read­ing Jour­neys in the mind: the chal­lenges and ben­e­fits of using online meth­ods to under­stand dri­ver behav­iour and trans­port psychology

Remem­ber­ing What’s Mine: How the Own­er­ship Shop­ping Par­a­digm Went Online.

@tessaclarkson
Tes­sa Clark­son, The Uni­ver­si­ty of Queens­land Con­tin­ue Read­ing Remem­ber­ing What’s Mine: How the Own­er­ship Shop­ping Par­a­digm Went Online.

Online speech per­cep­tion exper­i­ments: Democ­ra­tiz­ing sci­ence and teaching.

Christi­na Y. Tzeng, San José State Uni­ver­si­ty Con­tin­ue Read­ing Online speech per­cep­tion exper­i­ments: Democ­ra­tiz­ing sci­ence and teaching.

What Did You Say? A Web-Based Val­i­da­tion of a Speech-In-Noise Task.

@jgeller_phd
Jason Geller, Rut­gers University
Con­tin­ue Read­ing What Did You Say? A Web-Based Val­i­da­tion of a Speech-In-Noise Task.

Using web-based test­ing to reeval­u­ate the left ear, right hemi­sphere pro­cess­ing advan­tage for pho­net­ic cues to talk­er identification

@LeeDrown
Lee Drown, Uni­ver­si­ty of Con­necti­cut Con­tin­ue Read­ing Using web-based test­ing to reeval­u­ate the left ear, right hemi­sphere pro­cess­ing advan­tage for pho­net­ic cues to talk­er identification

Face mask type affects audio­vi­su­al speech intel­li­gi­bil­i­ty and sub­jec­tive lis­ten­ing effort in young and old­er adults.

@violetsarebrown
Vio­let A. Brown, Wash­ing­ton Uni­ver­si­ty in St. Louis Con­tin­ue Read­ing Face mask type affects audio­vi­su­al speech intel­li­gi­bil­i­ty and sub­jec­tive lis­ten­ing effort in young and old­er adults.

Star­ing Down Death: Apply­ing Eye and Mouse Track­ing to Unpack Sui­cide-Rel­e­vant Cognition

@QuERBYLAB
Jere­my Stew­art, Queen’s University
Con­tin­ue Read­ing Star­ing Down Death: Apply­ing Eye and Mouse Track­ing to Unpack Sui­­cide-Rel­e­­vant Cognition

Val­i­dat­ing MouseView.js for sex research

Sonia Milani, Uni­ver­si­ty of North­ern British Colum­bia Con­tin­ue Read­ing Val­i­dat­ing MouseView.js for sex research

MouseView.js: A no-eyes, mouse-based, alter­na­tive to eye track­ing online. What you can use it for, and how to use it on Gorilla.sc

@AlexanderIrvine
Alex Anwyl-Irvine, Cam­bridge Uni­ver­si­ty Con­tin­ue Read­ing MouseView.js: A no-eyes, mouse-based, alter­na­tive to eye track­ing online. What you can use it for, and how to use it on Gorilla.sc

Goril­la Game Builder Demo

@nikoraisu
Nick Hodges, Gorilla
Con­tin­ue Read­ing Goril­la Game Builder Demo

Using gam­i­fied train­ing to improve cog­ni­tive control

@LabDcp
Niko Stein­beis, UCL Con­tin­ue Read­ing Using gam­i­fied train­ing to improve cog­ni­tive control

Pirates, Pub quizzes and Park­life: How to Study Group Process­es with Games

@eyethinkdcr
Dan Richard­son, UCL Con­tin­ue Read­ing Pirates, Pub quizzes and Park­life: How to Study Group Process­es with Games

Design­ing and test­ing the Con­struc­tion­ist approach to games for basic maths

@thinksitthrough
Diana Lau­ril­lard, UCL Con­tin­ue Read­ing Design­ing and test­ing the Con­struc­tion­ist approach to games for basic maths

How do dif­fer­ent modes of instruc­tion deliv­ery impact data qual­i­ty in an online mul­ti-ses­sion cog­ni­tive study?

@JihanneDumo
Jihanne Dumo, Uni­ver­si­ty of North­ern British Columbia
Con­tin­ue Read­ing How do dif­fer­ent modes of instruc­tion deliv­ery impact data qual­i­ty in an online mul­ti-ses­­sion cog­ni­tive study?

Does the speed of autom­a­ti­za­tion pre­dict dif­fer­ences in children’s lin­guis­tic ability?

@ashleyrblake
Ash­ley Blake, Uni­ver­si­ty of Birmingham
Con­tin­ue Read­ing Does the speed of autom­a­ti­za­tion pre­dict dif­fer­ences in children’s lin­guis­tic ability?

Online research with chil­dren with and with­out an intel­lec­tu­al disability

@DrKrellis
Kather­ine Ellis, Uni­ver­si­ty of Surrey
Con­tin­ue Read­ing Online research with chil­dren with and with­out an intel­lec­tu­al disability

Con­duct­ing online research with blind participants

@EvaDPoort
Eva D. Poort, Max Planck Insti­tute for Psycholinguistics
Con­tin­ue Read­ing Con­duct­ing online research with blind participants

Build­ing an Engag­ing Child-Friend­ly Task for Remote Admin­is­tra­tion: Exam­ple of a Gam­i­fied Mouse-Track­ing Task on Paired Asso­ciate Learning

@Simonecalabrich
Simone Lira Cal­abrich, Ban­gor University
Con­tin­ue Read­ing Build­ing an Engag­ing Child-Friend­­ly Task for Remote Admin­is­tra­tion: Exam­ple of a Gam­i­fied Mouse-Track­­ing Task on Paired Asso­ciate Learning

Get­ting Research Online

@DrBalsters
Dr Joshua Bal­sters, Goril­la Con­tin­ue Read­ing Get­ting Research Online