Measuring eye movements remotely via the participant’s webcam promises to be an attractive methodological addition to in-person eye-tracking in the lab. However, there is a lack of systematic research comparing remote web-based eye-tracking with in-lab eye-tracking in young children. We report a multi-lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tested sample of 18-27-month-old toddlers (N = 125) revealed that web-based eye-tracking successfully captured goal-based action predictions, although the proportion of the goal-directed anticipatory looking was lower compared to the in-lab sample (N = 70). As expected, attrition rate was substantially higher in the web-based (42%) than the in-lab sample (10%). Excluding trials based on visual inspection of the match of time-locked gaze coordinates and the participant’s webcam video overlayed on the stimuli was an important preprocessing step to reduce noise in the data. We discuss the use of this remote web-based method in comparison with other current methodological innovations. Our study demonstrates that remote web-based eye-tracking can be a useful tool for testing toddlers, facilitating recruitment of larger and more diverse samples; a caveat to consider is the larger drop-out rate.

While the influence of cognitive and linguistic capacities and the perceptual features of objects on word-learning skills in people with typical development (TD) are well understood, there is little evidence concerning these mechanisms in people with Down syndrome (DS). Using an eye-tracking task, this study examined the ability of 29 children with DS (mean mental age: 3.44 years) to identify familiar words, fast-map pseudowords to novel objects, retain word-object mappings, and extend these mappings to new objects of similar shape. It also contrasted their word-learning abilities to those of 26 two-to-five-year-olds with TD and examined how cognitive and linguistic skills and perceptual information influenced those abilities. Children with DS were found to have similar identification, fast-mapping, and extension skills as their peers with TD, but retained fewer word-object mappings. Greater retention skills are related to mental age, oral vocabulary, and greater perceptual differences between the target and surrounding objects.

This study analyzes the routes of lexical relations in Spanish-speaking older adults, using a free word association task. It focuses on differences in reaction times according to the type of lexical relation and the influence of the semantic category of stimulus words.