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Singh L. A vision for a diverse, inclusive, equitable, and representative developmental science. Dev Sci 2024; 27:e13548. [PMID: 39091060 DOI: 10.1111/desc.13548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 06/29/2024] [Indexed: 08/04/2024]
Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore, Singapore
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2
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Kim MH, Buford K, Ellis A, Davis-Kean PE, Antony C, Braun C, Hurst T, Todd J. A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting. Child Dev 2024; 95:1109-1123. [PMID: 38102780 DOI: 10.1111/cdev.14059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2023]
Abstract
Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse samples. Research presented through poster presentations was heavily skewed toward quantitative studies featuring American researchers using Western hemisphere samples. Sharing of data/materials, preregistrations, and replications were uncommon. During a time when governments are increasingly requiring more open practices and access, this research provides an important baseline by which developmental science can benchmark progress toward the goals of greater inclusivity and openness.
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Affiliation(s)
- Matthew H Kim
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Kristen Buford
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Alexa Ellis
- Department of Human Development and Family Studies, University of Alabama, Tuscaloosa, Alabama, USA
| | - Pamela E Davis-Kean
- Department of Psychology and the Institute for Social Research, University of Michigan, Ann Arbor, Michigan, USA
| | - Chellam Antony
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Claire Braun
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Tabetha Hurst
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Julia Todd
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
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3
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Casillas M, Casey K. Daylong egocentric recordings in small- and large-scale language communities: A practical introduction. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 66:29-53. [PMID: 39074924 DOI: 10.1016/bs.acdb.2024.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
Daylong egocentric (i.e., participant-centered) recordings promise an unprecedented view into the experiences that drive early language learning, impacting both assumptions and theories about how learning happens. Thanks to recent advances in technology, collecting long-form audio, photo, and video recordings with child-worn devices is cheaper and more convenient than ever. These recording methods can be similarly deployed across small- and large-scale language communities around the world, opening up enormous possibilities for comparative research on early language development. However, building new high-quality naturalistic corpora is a massive investment of time and money. In this chapter, we provide a practical look into considerations relevant for developing and managing daylong egocentric recording projects: Is it possible to re-use existing data? How much time will manual annotation take? Can automated tools sufficiently tackle the questions at hand? We conclude by outlining two exciting directions for future naturalistic child language research.
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Affiliation(s)
- Marisa Casillas
- Comparative Human Development Department, University of Chicago.
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4
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Petersen IT, Apfelbaum KS, McMurray B. Adapting Open Science and Pre-registration to Longitudinal Research. INFANT AND CHILD DEVELOPMENT 2024; 33:e2315. [PMID: 38425545 PMCID: PMC10904029 DOI: 10.1002/icd.2315] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 03/16/2022] [Indexed: 03/02/2024]
Abstract
Open science practices, such as pre-registration and data sharing, increase transparency and may improve the replicability of developmental science. However, developmental science has lagged behind other fields in implementing open science practices. This lag may arise from unique challenges and considerations of longitudinal research. In this paper, preliminary guidelines are provided for adapting open science practices to longitudinal research to facilitate researchers' use of these practices. The guidelines propose a serial and modular approach to registration that includes an initial pre-registration of the methods and focal hypotheses of the longitudinal study, along with subsequent pre- or co-registered questions, hypotheses, and analysis plans associated with specific papers. Researchers are encouraged to share their research materials and relevant data with associated papers, and to report sufficient information for replicability. In addition, there should be careful consideration about requirements regarding the timing of data sharing, to avoid disincentivizing longitudinal research.
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Affiliation(s)
- Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa
| | | | - Bob McMurray
- Department of Psychological and Brain Sciences, Department of Communication Sciences and Disorders and Department of Linguistics, University of Iowa
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5
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Kalandadze T, Hart SA. Open Developmental Science: An Overview and Annotated Reading List. INFANT AND CHILD DEVELOPMENT 2024; 33:e2334. [PMID: 39308897 PMCID: PMC11415275 DOI: 10.1002/icd.2334] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Accepted: 04/21/2022] [Indexed: 02/06/2023]
Abstract
The increasing adoption of open science practices in the last decade has been changing the scientific landscape across fields. However, developmental science has been relatively slow in adopting open science practices. To address this issue, we followed the format of Crüwell et al., (2019) and created summaries and an annotated list of informative and actionable resources discussing ten topics in developmental science: Open science; Reproducibility and replication; Open data, materials and code; Open access; Preregistration; Registered reports; Replication; Incentives; Collaborative developmental science. This article offers researchers and students in developmental science a starting point for understanding how open science intersects with developmental science. After getting familiarized with this article, the developmental scientist should understand the core tenets of open and reproducible developmental science, and feel motivated to start applying open science practices in their workflow.
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Affiliation(s)
| | - Sara A. Hart
- Department of Psychology, Florida State University
- Florida Center for Reading Research, Florida State University
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6
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Tamis-LeMonda CS. The mountain stream of infant development. INFANCY 2023; 28:468-491. [PMID: 36961322 PMCID: PMC10184132 DOI: 10.1111/infa.12538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/25/2023]
Abstract
Development is complex. It encompasses interacting domains, at multiple levels, across nested time scales. Embracing the complexity of development-while addressing the challenges inherent to studying infants-requires researchers to make tough decisions about what to study, why, how, where, and when. My own view is inspired by a developmental systems approach, and echoed in Esther Thelen's (2005) mountain stream metaphor. Like a river that carves its course, the active infant navigates the social and physical environment and generates rich inputs that propel learning and development. Drawing from my experiences, I offer some recommendations to guide research on infants. I encourage researchers to embrace discovery science; to observe infants in ecologically valid settings; to recognize the active and adaptive nature of infant behavior; to break down silos and consider the nonobvious; and to adopt full transparency in all aspects of research. I draw on cascading influences in infant play, language, and motor domains to illustrate the value of a bottom-up, cross-domain, collaborative approach.
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7
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Are we all on the same page? Subfield differences in open science practices in psychology. INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Axford N, Berry V, Lloyd J, Wyatt K. How can we optimise learning from trials in child and adolescent mental health? EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2022-300500. [PMID: 35820994 PMCID: PMC10231499 DOI: 10.1136/ebmental-2022-300500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 06/15/2022] [Indexed: 11/03/2022]
Abstract
Improving child and adolescent mental health requires the careful development and rigorous testing of interventions and delivery methods. This includes universal school-based mindfulness training, evaluated in the My Resilience in Adolescence (MYRIAD) trial reported in this special edition. While discovering effective interventions through randomised controlled trials is our ultimate aim, null or negative results can and should play an important role in progressing our understanding of what works. Unfortunately, alongside publication bias there can be a tendency to ignore, spin or unfairly undermine disappointing findings. This creates research waste that can increase risk and reduce benefits for future service users. We advocate several practices to help optimise learning from all trials, whatever the results: stronger intervention design reduces the likelihood of foreseeable null or negative results; an evidence-informed conceptual map of the subject area assists with understanding how results contribute to the knowledge base; mixed methods trial designs aid explanation of outcome results; various open science practices support the dispassionate analysis of data and transparent reporting of trial findings; and preparation for null or negative results helps to temper stakeholder expectations and increase understanding of why we conduct trials in the first place. To embed these practices, research funders must be willing to pay for pilot studies and 'thicker' trials, and publishers should judge trials according to their conduct and not their outcome. MYRIAD is an exemplar of how to design, conduct and report a trial to optimise learning, with important implications for practice.
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Turoman N, Hautekiet C, Jeanneret S, Valentini B, Langerock N. Open and reproducible practices in developmental psychology research: The workflow of the
WomCogDev
lab as an example. INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Nora Turoman
- Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland
| | - Caro Hautekiet
- Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland
| | - Stéphanie Jeanneret
- Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland
| | - Beatrice Valentini
- Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland
| | - Naomi Langerock
- Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland
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Gilmore RO. Show your work: Tools for open developmental science. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 62:37-59. [PMID: 35249685 DOI: 10.1016/bs.acdb.2022.01.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Since grade school, students of many subjects have learned to "show their work" in order to receive full credit for assignments. Many of the reasons for students to show their work extend to the conduct of scientific research. And yet multiple barriers make it challenging to share and show the products of scientific work beyond published findings. This chapter discusses some of these barriers and how web-based data repositories help overcome them. The focus is on Databrary.org, a data library specialized for storing and sharing video data with a restricted community of institutionally approved investigators. Databrary was designed by and for developmental researchers, and so its features and policies reflect many of the specific challenges faced by this community, especially those associated with sharing video and related identifiable data. The chapter argues that developmental science poses some of the most interesting, challenging, and important questions in all of science, and that by openly sharing much more of the products and processes of our work, developmental scientists can accelerate discovery while making our scholarship much more robust and reproducible.
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Affiliation(s)
- Rick O Gilmore
- Department of Psychology, The Pennsylvania State University, Databrary.org, University Park, PA, United States.
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11
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Grant S, Wendt KE, Leadbeater BJ, Supplee LH, Mayo-Wilson E, Gardner F, Bradshaw CP. Transparent, Open, and Reproducible Prevention Science. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2022; 23:701-722. [PMID: 35175501 PMCID: PMC9283153 DOI: 10.1007/s11121-022-01336-w] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2022] [Indexed: 01/20/2023]
Abstract
The field of prevention science aims to understand societal problems, identify effective interventions, and translate scientific evidence into policy and practice. There is growing interest among prevention scientists in the potential for transparency, openness, and reproducibility to facilitate this mission by providing opportunities to align scientific practice with scientific ideals, accelerate scientific discovery, and broaden access to scientific knowledge. The overarching goal of this manuscript is to serve as a primer introducing and providing an overview of open science for prevention researchers. In this paper, we discuss factors motivating interest in transparency and reproducibility, research practices associated with open science, and stakeholders engaged in and impacted by open science reform efforts. In addition, we discuss how and why different types of prevention research could incorporate open science practices, as well as ways that prevention science tools and methods could be leveraged to advance the wider open science movement. To promote further discussion, we conclude with potential reservations and challenges for the field of prevention science to address as it transitions to greater transparency, openness, and reproducibility. Throughout, we identify activities that aim to strengthen the reliability and efficiency of prevention science, facilitate access to its products and outputs, and promote collaborative and inclusive participation in research activities. By embracing principles of transparency, openness, and reproducibility, prevention science can better achieve its mission to advance evidence-based solutions to promote individual and collective well-being.
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Affiliation(s)
- Sean Grant
- Department of Social & Behavioral Sciences, Fairbanks School of Public Health, Indiana University Richard M, 1050 Wishard Blvd, Indianapolis, IN, 46202, USA.
| | - Kathleen E Wendt
- Department of Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
| | | | | | - Evan Mayo-Wilson
- Department of Epidemiology and Biostatistics, Indiana University School of Public Health-Bloomington, Bloomington, IN, USA
| | - Frances Gardner
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Catherine P Bradshaw
- School of Education & Human Development, University of Virginia, Charlottesville, VA, USA
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Hornburg CB, Borriello GA, Kung M, Lin J, Litkowski E, Cosso J, Ellis A, King Y, Zippert E, Cabrera NJ, Davis-Kean P, Eason SH, Hart SA, Iruka IU, LeFevre JA, Simms V, Susperreguy MI, Cahoon A, Chan WWL, Cheung SK, Coppola M, De Smedt B, Elliott L, Estévez-Pérez N, Gallagher-Mitchell T, Gardner-Neblett N, Gilmore C, Leyva D, Maloney EA, Manolitsis G, Melzi G, Mutaf-Yıldız B, Nelson G, Niklas F, Pan Y, Ramani GB, Skwarchuk SL, Sonnenschein S, Purpura DJ. Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. JOURNAL OF NUMERICAL COGNITION 2021; 7:195-220. [PMID: 34778511 PMCID: PMC8589301 DOI: 10.5964/jnc.6143] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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Affiliation(s)
| | | | | | - Joyce Lin
- California State University, Fullerton
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13
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Gilmore RO, Qian Y. An open developmental science will be more rigorous, robust, and impactful. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2254] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Rick O. Gilmore
- Department of Psychology The Pennsylvania State University University Park Pennsylvania USA
| | - Yiming Qian
- Department of Psychology The Pennsylvania State University University Park Pennsylvania USA
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Buckley PR, Ebersole CR, Steeger CM, Michaelson LE, Hill KG, Gardner F. The Role of Clearinghouses in Promoting Transparent Research: A Methodological Study of Transparency Practices for Preventive Interventions. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:787-798. [PMID: 33983558 DOI: 10.1007/s11121-021-01252-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/26/2021] [Indexed: 11/29/2022]
Abstract
Transparency of research methods is vital to science, though incentives are variable, with only some journals and funders adopting transparency policies. Clearinghouses are also important stakeholders; however, to date none have implemented formal procedures that facilitate transparent research. Using data from the longest standing clearinghouse, we examine transparency practices for preventive interventions to explore the role of online clearinghouses in incentivizing researchers to make their research more transparent. We conducted a descriptive analysis of 88 evaluation reports reviewed in 2018-2019 by Blueprints for Healthy Youth Development, when the clearinghouse began checking for trial registrations, and expanded on these efforts by applying broader transparency standards to interventions eligible for an endorsement on the Blueprints website during the study period. Reports were recent, with 84% published between 2010 and 2019. We found that few reports had data, code, or research materials that were publicly available. Meanwhile, 40% had protocols that were registered, but only 8% were registered prospectively, while one-quarter were registered before conducting analyses. About one-third included details in a registered protocol describing the treatment contrast and planned inclusions, and less than 5% had a registered statistical analysis plan (e.g., planned analytical methods, pre-specified covariates). Confirmatory research was distinguished from exploratory work in roughly 40% of reports. Reports published more recently (after 2015) had higher rates of transparency. Preventive intervention research needs to be more transparent. Since clearinghouses rely on robust findings to make well-informed decisions and researchers are incentivized to meet clearinghouse standards, clearinghouses should consider policies that encourage transparency to improve the credibility of evidence-based interventions.
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Affiliation(s)
- Pamela R Buckley
- Institute of Behavioral Science, University of Colorado Boulder, Boulder, CO, 80309, USA.
| | | | - Christine M Steeger
- Institute of Behavioral Science, University of Colorado Boulder, Boulder, CO, 80309, USA
| | | | - Karl G Hill
- Institute of Behavioral Science, University of Colorado Boulder, Boulder, CO, 80309, USA
| | - Frances Gardner
- Centre for Evidence-Based Intervention, Department of Social Policy & Intervention, Oxford University, Oxford, England
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