The previous sections describe research tools to assess development in infancy and early childhood, as well as the ways that research designs can be used to track age-related changes and development over time. Before you begin con- ducting developmental research, however, you must also be aware that testing infants and children comes with its own unique set of challenges. In the final section of this module, we review some of the main issues that are encountered when conducting research with the youngest of human participants. In particular, we focus our discussion on ethical concerns, recruitment issues, and participant attrition.
As a student of psychological science, you may already know that Institutional Review Boards (IRBs) review and approve of all research projects that are conducted at universities, hospitals, and other institutions. An IRB is typically a panel of experts who read and evaluate proposals for research. IRB members want to ensure that the proposed research will be carried out ethically and that the potential benefits of the research outweigh the risks and harm for participants. What you may not know though, is that the IRB considers some groups of participants to be more vulnerable or at-risk than others. Whereas university students are generally not viewed as vulnerable or at-risk, infants and young children commonly fall into this category. What makes infants and young children more vulnerable during research than young adults? One reason infants and young children are perceived as being at increased risk is due to their limited cognitive capabilities, which makes them unable to state their willingness to participate in research or tell researchers when they would like to drop out of a study. For these reasons, infants and young children require special accommodations as they participate in the research process.
When thinking about special accommodations in developmental research, consider the informed consent process. If you have ever participated in psychological research, you may know through your own experience that adults commonly sign an informed consent statement (a contract stating that they agree to participate in research) after learning about a study. As part of this process, participants are informed of the procedures to be used in the research, along with any expected risks or benefits. Infants and young children can- not verbally indicate their willingness to participate, much less understand the balance of potential risks and benefits. As such, researchers are oftentimes required to obtain writ- ten informed consent from the parent or legal guardian of the child participant, an adult who is almost always present as the study is conducted. In fact, children are not asked to indicate whether they would like to be involved in a study at all (a process known as assent) until they are approximately seven years old. Because infants and young children also cannot easily indicate if they would like to discontinue their participation in a study, researchers must be sensitive to changes in the state of the participant (determining whether a child is too tired or upset to continue) as well as to parent desires (in some cases, parents might want to discontinue their involvement in the research). As in adult studies, researchers must always strive to protect the rights and well-being of the minor participants and their parents when conducting developmental science.
An additional challenge in developmental science is participant recruitment. Recruiting university students to participate in adult studies is typically easy. Many colleges and universities offer extra credit for participation in research and have locations such as bulletin boards and school newspapers where research can be advertised. Unfortunately, young children cannot be recruited by making announcements in Introduction to Psychology courses, by posting ads on campuses, or through online platforms such as Amazon Mechanical Turk. Given these limitations, how do researchers go about finding infants and young children to be in their studies?
The answer to this question varies along multiple dimensions. Researchers must consider the number of participants they need and the financial resources available to them, among other things. Location may also be an important consideration. Researchers who need large numbers of infants and children may attempt to do so by obtaining infant birth records from the state, county, or province in which they reside. Some areas make this information publicly available for free, whereas birth records must be purchased in other areas (and in some locations birth records may be entirely unavailable as a recruitment tool). If birth records are available, researchers can use the obtained information to call families by phone or mail them letters describing possible research opportunities. All is not lost if this recruitment strategy is unavailable, however. Researchers can choose to pay a recruitment agency to contact and recruit families for them. Although these methods tend to be quick and effective, they can also be quite expensive. More economical recruitment options include posting advertisements and fliers in locations frequented by families, such as mommy-and-me classes, local malls, and preschools or day care centers. Researchers can also utilize online social media outlets like Facebook, which allows users to post recruitment advertisements for a small fee. Of course, each of these different recruitment techniques requires IRB approval.
Another important consideration when conducting research with infants and young children is attrition. Although attrition is quite common in longitudinal research in particular, it is also problematic in developmental science more generally, as studies with infants and young children tend to have higher attrition rates than studies with adults. For example, high attrition rates in ERP studies oftentimes result from the demands of the task: infants are required to sit still and have a tight, wet cap placed on their heads before watching still photographs on a computer screen in a dark, quiet room. In other cases, attrition may be due to motivation (or a lack thereof). Whereas adults may be motivated to participate in research in order to receive money or extra course credit, infants and young children are not as easily enticed. In addition, infants and young children are more likely to tire easily, become fussy, and lose interest in the study procedures than are adults. For these reasons, research studies should be designed to be as short as possible—it is likely better to break up a large study into multiple short sessions rather than cram all of the tasks into one long visit to the lab. Researchers should also allow time for breaks in their study protocols so that infants can rest or have snacks as needed. Happy, comfortable participants provide the best data.