Older adults recover more marginal knowledge and use feedback more effectively than younger adults: evidence using “I don’t know” vs. “I don’t remember” for general knowledge questions

G*Power (Erdfelder, Faul, & Buchner, 1996) was designed as a general stand-alone power analysis program for statistical tests commonly used in social and behavioral research. G*Power 3 is a major extension of, and improvement over, the previous versions. It runs on widely used computer platforms (i.e., Windows XP, Windows Vista, and Mac OS X 10.4) and covers many different statistical tests of the t, F, and chi2 test families. In addition, it includes power analyses for z tests and some exact tests. G*Power 3 provides improved effect size calculators and graphic options, supports both distribution-based and design-based input modes, and offers all types of power analyses in which users might be interested. Like its predecessors, G*Power 3 is free.

Behavioral researchers are increasingly conducting their studies online, to gain access to large and diverse samples that would be difficult to get in a laboratory environment. However, there are technical access barriers to building experiments online, and web browsers can present problems for consistent timing—an important issue with reaction-time-sensitive measures. For example, to ensure accuracy and test–retest reliability in presentation and response recording, experimenters need a working knowledge of programming languages such as JavaScript. We review some of the previous and current tools for online behavioral research, as well as how well they address the issues of usability and timing. We then present the Gorilla Experiment Builder (gorilla.sc), a fully tooled experiment authoring and deployment platform, designed to resolve many timing issues and make reliable online experimentation open and accessible to a wider range of technical abilities. To demonstrate the platform’s aptitude for accessible, reliable, and scalable research, we administered a task with a range of participant groups (primary school children and adults), settings (without supervision, at home, and under supervision, in both schools and public engagement events), equipment (participant’s own computer, computer supplied by the researcher), and connection types (personal internet connection, mobile phone 3G/4G). We used a simplified flanker task taken from the attentional network task (Rueda, Posner, & Rothbart, 2004). We replicated the “conflict network” effect in all these populations, demonstrating the platform’s capability to run reaction-time-sensitive experiments. Unresolved limitations of running experiments online are then discussed, along with potential solutions and some future features of the platform. Electronic supplementary material The online version of this article (10.3758/s13428-019-01237-x) contains supplementary material, which is available to authorized users.