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Kosie JE, Lew-Williams C. Infant-directed communication: Examining the many dimensions of everyday caregiver-infant interactions. Dev Sci 2024:e13515. [PMID: 38618899 DOI: 10.1111/desc.13515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 03/22/2024] [Accepted: 03/30/2024] [Indexed: 04/16/2024]
Abstract
Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants' experiences, often focusing on one or two communicative signals (e.g., speech alone, or speech and gesture together). Here, we introduce "infant-directed communication" (IDC): the suite of communicative signals from caregivers to infants including speech, action, gesture, emotion, and touch. We recorded 10 min of at-home play between 44 caregivers and their 18- to 24-month-old infants from predominantly white, middle-class, English-speaking families in the United States. Interactions were coded for five dimensions of IDC as well as infants' gestures and vocalizations. Most caregivers used all five dimensions of IDC throughout the interaction, and these dimensions frequently overlapped. For example, over 60% of the speech that infants heard was accompanied by one or more non-verbal communicative cues. However, we saw marked variation across caregivers in their use of IDC, likely reflecting tailored communication to the behaviors and abilities of their infant. Moreover, caregivers systematically increased the dimensionality of IDC, using more overlapping cues in response to infant gestures and vocalizations, and more IDC with infants who had smaller vocabularies. Understanding how and when caregivers use all five signals-together and separately-in interactions with infants has the potential to redefine how developmental scientists conceive of infants' communicative environments, and enhance our understanding of the relations between caregiver input and early learning. RESEARCH HIGHLIGHTS: Infants' everyday interactions with caregivers are dynamic and multimodal, but existing research has underestimated the multidimensionality (i.e., the diversity of simultaneously occurring communicative cues) inherent in infant-directed communication. Over 60% of the speech that infants encounter during at-home, free play interactions overlap with one or more of a variety of non-speech communicative cues. The multidimensionality of caregivers' communicative cues increases in response to infants' gestures and vocalizations, providing new information about how infants' own behaviors shape their input. These findings emphasize the importance of understanding how caregivers use a diverse set of communicative behaviors-both separately and together-during everyday interactions with infants.
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Affiliation(s)
- Jessica E Kosie
- Department of Psychology, Princeton University, Princeton, New Jersey, USA
- School of Social and Behavioral Sciences, Arizona State University, Phoenix, Arizona, USA
| | - Casey Lew-Williams
- Department of Psychology, Princeton University, Princeton, New Jersey, USA
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2
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Zettersten M, Cox C, Bergmann C, Tsui ASM, Soderstrom M, Mayor J, Lundwall RA, Lewis M, Kosie JE, Kartushina N, Fusaroli R, Frank MC, Byers-Heinlein K, Black AK, Mathur MB. Evidence for Infant-directed Speech Preference Is Consistent Across Large-scale, Multi-site Replication and Meta-analysis. Open Mind (Camb) 2024; 8:439-461. [PMID: 38665547 PMCID: PMC11045035 DOI: 10.1162/opmi_a_00134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 02/19/2024] [Indexed: 04/28/2024] Open
Abstract
There is substantial evidence that infants prefer infant-directed speech (IDS) to adult-directed speech (ADS). The strongest evidence for this claim has come from two large-scale investigations: i) a community-augmented meta-analysis of published behavioral studies and ii) a large-scale multi-lab replication study. In this paper, we aim to improve our understanding of the IDS preference and its boundary conditions by combining and comparing these two data sources across key population and design characteristics of the underlying studies. Our analyses reveal that both the meta-analysis and multi-lab replication show moderate effect sizes (d ≈ 0.35 for each estimate) and that both of these effects persist when relevant study-level moderators are added to the models (i.e., experimental methods, infant ages, and native languages). However, while the overall effect size estimates were similar, the two sources diverged in the effects of key moderators: both infant age and experimental method predicted IDS preference in the multi-lab replication study, but showed no effect in the meta-analysis. These results demonstrate that the IDS preference generalizes across a variety of experimental conditions and sampling characteristics, while simultaneously identifying key differences in the empirical picture offered by each source individually and pinpointing areas where substantial uncertainty remains about the influence of theoretically central moderators on IDS preference. Overall, our results show how meta-analyses and multi-lab replications can be used in tandem to understand the robustness and generalizability of developmental phenomena.
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Affiliation(s)
| | - Christopher Cox
- Department of Linguistics, Cognitive Science and Semiotics, School of Communication and Culture, Aarhus University; Interacting Minds Center, School of Culture and Society, Aarhus University
| | | | | | | | - Julien Mayor
- Department of Linguistics and Scandinavian Studies, University of Oslo
| | | | - Molly Lewis
- Department of Psychology/Social and Decision Sciences, Carnegie Mellon University
| | | | | | - Riccardo Fusaroli
- Department of Linguistics, Cognitive Science and Semiotics, School of Communication and Culture, Aarhus University; Interacting Minds Center, School of Culture and Society, Aarhus University
| | | | | | - Alexis K. Black
- School of Audiology and Speech Sciences, University of British Columbia
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3
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Singh L, Barokova MD, Baumgartner HA, Lopera-Perez DC, Omane PO, Sheskin M, Yuen FL, Wu Y, Alcock KJ, Altmann EC, Bazhydai M, Carstensen A, Chan KCJ, Chuan-Peng H, Dal Ben R, Franchin L, Kosie JE, Lew-Williams C, Okocha A, Reinelt T, Schuwerk T, Soderstrom M, Tsui ASM, Frank MC. A unified approach to demographic data collection for research with young children across diverse cultures. Dev Psychol 2024; 60:211-227. [PMID: 37843515 DOI: 10.1037/dev0001623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2023]
Abstract
Culture is a key determinant of children's development both in its own right and as a measure of generalizability of developmental phenomena. Studying the role of culture in development requires information about participants' demographic backgrounds. However, both reporting and treatment of demographic data are limited and inconsistent in child development research. A barrier to reporting demographic data in a consistent fashion is that no standardized tool currently exists to collect these data. Variation in cultural expectations, family structures, and life circumstances across communities make the creation of a unifying instrument challenging. Here, we present a framework to standardize demographic reporting for early child development (birth to 3 years of age), focusing on six core sociodemographic construct categories: biological information, gestational status, health status, community of descent, caregiving environment, and socioeconomic status. For each category, we discuss potential constructs and measurement items and provide guidance for their use and adaptation to diverse contexts. These items are stored in an open repository of context-adapted questionnaires that provide a consistent approach to obtaining and reporting demographic information so that these data can be archived and shared in a more standardized format. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore
| | - Mihaela D Barokova
- Department of Cognitive Science and Psychology, New Bulgarian University
| | | | | | | | | | - Francis L Yuen
- Department of Psychology, University of British Columbia
| | - Yang Wu
- Department of Psychology, University of Toronto Scarborough
| | | | | | | | | | | | | | - Rodrigo Dal Ben
- Faculty of Arts and Science, Department of Psychology, Ambrose University
| | | | | | | | | | | | - Tobias Schuwerk
- Department of Psychology, Ludwig-Maximilians-Universitat Munchen
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4
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Kosie JE, Lew-Williams C. Open Science Considerations for Descriptive Research in Developmental Science. Infant Child Dev 2024; 33:e2377. [PMID: 38389731 PMCID: PMC10881201 DOI: 10.1002/icd.2377] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2021] [Accepted: 09/09/2022] [Indexed: 02/24/2024]
Abstract
Descriptive developmental research seeks to document, describe, and analyze the conditions under which infants and children live and learn. Here, we articulate how open-science practices can be incorporated into descriptive research to increase its transparency, reliability, and replicability. To date, most open-science practices have been oriented toward experimental rather than descriptive studies, and it can be confusing to figure out how to translate open-science practices (e.g., preregistration) for research that is more descriptive in nature. We discuss a number of unique considerations for descriptive developmental research, taking inspiration from existing open-science practices and providing examples from recent and ongoing studies. By embracing a scientific culture where descriptive research and open science coexist productively, developmental science will be better positioned to generate comprehensive theories of development and understand variability in development across communities and cultures.
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Tsui RKY, Kosie JE, Fibla L, Lew-Williams C, Byers-Heinlein K. Patterns of language switching and bilingual children's word learning: An experiment across two communities. Transl Issues Psychol Sci 2023; 9:323-337. [PMID: 38405269 PMCID: PMC10883668 DOI: 10.1037/tps0000353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024]
Abstract
Language switching is common in bilingual environments, including those of many bilingual children. Some bilingual children hear rapid switching that involves immediate translation of words (an 'immediate-translation' pattern), while others hear their languages most often in long blocks of a single language (a 'one-language-at-a-time' pattern). Our two-site experimental study compared two groups of developing bilinguals from different communities, and investigated whether differences in the timing of language switching impose different demands on bilingual children's learning of novel nouns in their two languages: do children learn differently if they hear a translation immediately vs. if they hear translations more separated in time? Using an at-home online tablet word learning task, data were collected asynchronously from 3- to 5-year-old bilinguals from French-English bilingual families in Montreal, Canada (N = 31) and Spanish-English bilingual families in New Jersey, USA (N = 22). Results showed that bilingual children in both communities readily learned new words, and their performance was similar across the immediate-translation and one-language-at-a-time conditions. Our findings highlight that different types of bilingual interactions can provide equal learning opportunities for bilingual children's vocabulary development.
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Schroeder PA, Artemenko C, Kosie JE, Cockx H, Stute K, Pereira J, Klein F, Mehler DMA. Using preregistration as a tool for transparent fNIRS study design. Neurophotonics 2023; 10:023515. [PMID: 36908680 PMCID: PMC9993433 DOI: 10.1117/1.nph.10.2.023515] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Accepted: 01/11/2023] [Indexed: 05/04/2023]
Abstract
Significance The expansion of functional near-infrared spectroscopy (fNIRS) methodology and analysis tools gives rise to various design and analytical decisions that researchers have to make. Several recent efforts have developed guidelines for preprocessing, analyzing, and reporting practices. For the planning stage of fNIRS studies, similar guidance is desirable. Study preregistration helps researchers to transparently document study protocols before conducting the study, including materials, methods, and analyses, and thus, others to verify, understand, and reproduce a study. Preregistration can thus serve as a useful tool for transparent, careful, and comprehensive fNIRS study design. Aim We aim to create a guide on the design and analysis steps involved in fNIRS studies and to provide a preregistration template specified for fNIRS studies. Approach The presented preregistration guide has a strong focus on fNIRS specific requirements, and the associated template provides examples based on continuous-wave (CW) fNIRS studies conducted in humans. These can, however, be extended to other types of fNIRS studies. Results On a step-by-step basis, we walk the fNIRS user through key methodological and analysis-related aspects central to a comprehensive fNIRS study design. These include items specific to the design of CW, task-based fNIRS studies, but also sections that are of general importance, including an in-depth elaboration on sample size planning. Conclusions Our guide introduces these open science tools to the fNIRS community, providing researchers with an overview of key design aspects and specification recommendations for comprehensive study planning. As such it can be used as a template to preregister fNIRS studies or merely as a tool for transparent fNIRS study design.
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Affiliation(s)
- Philipp A. Schroeder
- University of Tuebingen, Department of Psychology, Faculty of Science, Tuebingen, Germany
| | - Christina Artemenko
- University of Tuebingen, Department of Psychology, Faculty of Science, Tuebingen, Germany
| | - Jessica E. Kosie
- Princeton University, Social and Natural Sciences, Department of Psychology, Princeton, New Jersey, United States
| | - Helena Cockx
- Radboud University, Donders Institute for Brain, Cognition and Behaviour, Biophysics Department, Faculty of Science, Nijmegen, The Netherlands
| | - Katharina Stute
- Chemnitz University of Technology, Institute of Human Movement Science and Health, Faculty of Behavioural and Social Sciences, Chemnitz, Germany
| | - João Pereira
- University of Coimbra, Coimbra Institute for Biomedical Imaging and Translational Research, Coimbra, Portugal
| | - Franziska Klein
- University of Oldenburg, Department of Psychology, Neurocognition and functional Neurorehabilitation Group, Oldenburg (Oldb), Germany
- RWTH Aachen University, Medical School, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
| | - David M. A. Mehler
- RWTH Aachen University, Medical School, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
- University of Münster, Institute for Translational Psychiatry, Medical School, Münster, Germany
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Hardwicke TE, Thibault RT, Kosie JE, Tzavella L, Bendixen T, Handcock SA, Köneke VE, Ioannidis JPA. Post-publication critique at top-ranked journals across scientific disciplines: a cross-sectional assessment of policies and practice. R Soc Open Sci 2022; 9:220139. [PMID: 36039285 PMCID: PMC9399707 DOI: 10.1098/rsos.220139] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Abstract
Journals exert considerable control over letters, commentaries and online comments that criticize prior research (post-publication critique). We assessed policies (Study One) and practice (Study Two) related to post-publication critique at 15 top-ranked journals in each of 22 scientific disciplines (N = 330 journals). Two-hundred and seven (63%) journals accepted post-publication critique and often imposed limits on length (median 1000, interquartile range (IQR) 500-1200 words) and time-to-submit (median 12, IQR 4-26 weeks). The most restrictive limits were 175 words and two weeks; some policies imposed no limits. Of 2066 randomly sampled research articles published in 2018 by journals accepting post-publication critique, 39 (1.9%, 95% confidence interval [1.4, 2.6]) were linked to at least one post-publication critique (there were 58 post-publication critiques in total). Of the 58 post-publication critiques, 44 received an author reply, of which 41 asserted that original conclusions were unchanged. Clinical Medicine had the most active culture of post-publication critique: all journals accepted post-publication critique and published the most post-publication critique overall, but also imposed the strictest limits on length (median 400, IQR 400-550 words) and time-to-submit (median 4, IQR 4-6 weeks). Our findings suggest that top-ranked academic journals often pose serious barriers to the cultivation, documentation and dissemination of post-publication critique.
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Affiliation(s)
- Tom E. Hardwicke
- Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129-B, 1018 WT Amsterdam, The Netherlands
| | - Robert T. Thibault
- Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, CA, USA
- School of Psychological Science, University of Bristol, Bristol, UK
| | - Jessica E. Kosie
- Department of Psychology, Princeton University, Princeton, NJ, USA
| | | | - Theiss Bendixen
- Department of the Study of Religion, Aarhus University, Aarhus, UK
| | - Sarah A. Handcock
- Florey Department of Neuroscience and Mental Health, University of Melbourne, Melbourne, Australia
| | | | - John P. A. Ioannidis
- Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, CA, USA
- Departments of Medicine, Epidemiology and Population Health, Biomedical Data Science, and Statistics, Stanford University, Stanford, CA, USA
- Meta-Research Innovation Center Berlin (METRIC-B), QUEST Center for Transforming Biomedical Research, Berlin Institute of Health, Charité – Universitätsmedizin Berlin, Berlin, Germany
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Fibla L, Kosie JE, Kircher R, Lew-Williams C, Byers-Heinlein K. Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families? Policy Insights Behav Brain Sci 2022; 9:35-43. [PMID: 35224184 PMCID: PMC8866745 DOI: 10.1177/23727322211069312] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Many infants and children around the world grow up exposed to two or more languages.
Their success in learning each of their languages is a direct consequence of the quantity
and quality of their everyday language experience, including at home, in daycare and
preschools, and in the broader community context. Here, we discuss how research on early
language learning can inform policies that promote successful bilingual development across
the varied contexts in which infants and children live and learn. Throughout our
discussions, we highlight that each individual child's experience is unique. In fact, it
seems that there are as many ways to grow up bilingual as there are bilingual children. To
promote successful bilingual development, we need policies that acknowledge this
variability and support frequent exposure to high-quality experience in each of a child's
languages.
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Affiliation(s)
- Laia Fibla
- Concordia University, Montreal, Quebec, Canada
| | | | - Ruth Kircher
- Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy, Leeuwarden, the Netherlands
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Hardwicke TE, Thibault RT, Kosie JE, Wallach JD, Kidwell MC, Ioannidis JPA. Estimating the Prevalence of Transparency and Reproducibility-Related Research Practices in Psychology (2014-2017). Perspect Psychol Sci 2022; 17:239-251. [PMID: 33682488 PMCID: PMC8785283 DOI: 10.1177/1745691620979806] [Citation(s) in RCA: 32] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Psychologists are navigating an unprecedented period of introspection about the credibility and utility of their discipline. Reform initiatives emphasize the benefits of transparency and reproducibility-related research practices; however, adoption across the psychology literature is unknown. Estimating the prevalence of such practices will help to gauge the collective impact of reform initiatives, track progress over time, and calibrate future efforts. To this end, we manually examined a random sample of 250 psychology articles published between 2014 and 2017. Over half of the articles were publicly available (154/237, 65%, 95% confidence interval [CI] = [59%, 71%]); however, sharing of research materials (26/183; 14%, 95% CI = [10%, 19%]), study protocols (0/188; 0%, 95% CI = [0%, 1%]), raw data (4/188; 2%, 95% CI = [1%, 4%]), and analysis scripts (1/188; 1%, 95% CI = [0%, 1%]) was rare. Preregistration was also uncommon (5/188; 3%, 95% CI = [1%, 5%]). Many articles included a funding disclosure statement (142/228; 62%, 95% CI = [56%, 69%]), but conflict-of-interest statements were less common (88/228; 39%, 95% CI = [32%, 45%]). Replication studies were rare (10/188; 5%, 95% CI = [3%, 8%]), and few studies were included in systematic reviews (21/183; 11%, 95% CI = [8%, 16%]) or meta-analyses (12/183; 7%, 95% CI = [4%, 10%]). Overall, the results suggest that transparency and reproducibility-related research practices were far from routine. These findings establish baseline prevalence estimates against which future progress toward increasing the credibility and utility of psychology research can be compared.
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Affiliation(s)
- Tom E. Hardwicke
- Department of Psychology, University of Amsterdam
- Meta-Research Innovation Center Berlin (METRIC-B), QUEST Center for Transforming Biomedical Research, Berlin Institute of Health, Charité–Universitätsmedizin Berlin
| | - Robert T. Thibault
- School of Psychological Science, University of Bristol
- MRC Integrative Epidemiology Unit at the University of Bristol
| | | | - Joshua D. Wallach
- Department of Environmental Health Sciences, Yale School of Public Health
| | | | - John P. A. Ioannidis
- Meta-Research Innovation Center Berlin (METRIC-B), QUEST Center for Transforming Biomedical Research, Berlin Institute of Health, Charité–Universitätsmedizin Berlin
- Department of Medicine, Stanford University
- Meta-Research Innovation Center at Stanford, Stanford University
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Abstract
Using Hard et al.'s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5-4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical goal-related motion. Preschoolers' knowledge of goal structure systematically modulated attention to event boundaries across slideshows despite surface differences, even when controlling for pixel change (an index of changes in motion). These findings showcase the value of the dwell time paradigm, and illuminate how children deploy attention as goal-related expectations shape their analysis of continuously unfolding activity.
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Affiliation(s)
- Jessica E Kosie
- Department of Psychology, Princeton University, Princeton, New Jersey, USA.,Department of Psychology, University of Oregon, Eugene, Oregon, USA
| | - Dare A Baldwin
- Department of Psychology, University of Oregon, Eugene, Oregon, USA
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Byers-Heinlein K, Tsui ASM, Bergmann C, Black AK, Brown A, Carbajal MJ, Durrant S, Fennell CT, Fiévet AC, Frank MC, Gampe A, Gervain J, Gonzalez-Gomez N, Hamlin JK, Havron N, Hernik M, Kerr S, Killam H, Klassen K, Kosie JE, Kovács ÁM, Lew-Williams C, Liu L, Mani N, Marino C, Mastroberardino M, Mateu V, Noble C, Orena AJ, Polka L, Potter CE, Schreiner M, Singh L, Soderstrom M, Sundara M, Waddell C, Werker JF, Wermelinger S. A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech. Adv Methods Pract Psychol Sci 2021; 4:10.1177/2515245920974622. [PMID: 35821764 PMCID: PMC9273003 DOI: 10.1177/2515245920974622] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/28/2023]
Abstract
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference. As part of the multi-lab ManyBabies 1 project, we compared lab-matched samples of 333 bilingual and 385 monolingual infants' preference for North-American English IDS (cf. ManyBabies Consortium, 2020: ManyBabies 1), tested in 17 labs in 7 countries. Those infants were tested in two age groups: 6-9 months (the younger sample) and 12-15 months (the older sample). We found that bilingual and monolingual infants both preferred IDS to ADS, and did not differ in terms of the overall magnitude of this preference. However, amongst bilingual infants who were acquiring North-American English (NAE) as a native language, greater exposure to NAE was associated with a stronger IDS preference, extending the previous finding from ManyBabies 1 that monolinguals learning NAE as a native language showed a stronger preference than infants unexposed to NAE. Together, our findings indicate that IDS preference likely makes a similar contribution to monolingual and bilingual development, and that infants are exquisitely sensitive to the nature and frequency of different types of language input in their early environments.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | - Judit Gervain
- Integrative Neuroscience and Cognition Center (INCC), CNRS & Université Paris Descartes
| | | | | | | | | | - Shila Kerr
- McGill University, School of Communication Sciences and Disorders
| | | | | | | | | | | | | | | | - Caterina Marino
- Integrative Neuroscience and Cognition Center (INCC), CNRS & Université Paris Descartes
| | | | | | | | | | - Linda Polka
- McGill University, School of Communication Sciences and Disorders
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Byers-Heinlein K, Bergmann C, Davies C, Frank MC, Hamlin JK, Kline M, Kominsky JF, Kosie JE, Lew-Williams C, Liu L, Mastroberardino M, Singh L, Waddell CPG, Zettersten M, Soderstrom M. Building a collaborative Psychological Science: Lessons learned from ManyBabies 1. Can Psychol 2020; 61:349-363. [PMID: 34219905 PMCID: PMC8244655 DOI: 10.1037/cap0000216] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The field of infancy research faces a difficult challenge: some questions require samples that are simply too large for any one lab to recruit and test. ManyBabies aims to address this problem by forming large-scale collaborations on key theoretical questions in developmental science, while promoting the uptake of Open Science practices. Here, we look back on the first project completed under the ManyBabies umbrella - ManyBabies 1 - which tested the development of infant-directed speech preference. Our goal is to share the lessons learned over the course of the project and to articulate our vision for the role of large-scale collaborations in the field. First, we consider the decisions made in scaling up experimental research for a collaboration involving 100+ researchers and 70+ labs. Next, we discuss successes and challenges over the course of the project, including: protocol design and implementation, data analysis, organizational structures and collaborative workflows, securing funding, and encouraging broad participation in the project. Finally, we discuss the benefits we see both in ongoing ManyBabies projects and in future large-scale collaborations in general, with a particular eye towards developing best practices and increasing growth and diversity in infancy research and psychological science in general. Throughout the paper, we include first-hand narrative experiences, in order to illustrate the perspectives of researchers playing different roles within the project. While this project focused on the unique challenges of infant research, many of the insights we gained can be applied to large-scale collaborations across the broader field of psychology.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Liquan Liu
- University of Oslo; Western Sydney University
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13
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Baldwin DA, Kosie JE. How Does the Mind Render Streaming Experience as Events? Top Cogn Sci 2020; 13:79-105. [DOI: 10.1111/tops.12502] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2019] [Revised: 03/14/2020] [Accepted: 03/14/2020] [Indexed: 11/28/2022]
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Frank MC, Alcock KJ, Arias-Trejo N, Aschersleben G, Baldwin D, Barbu S, Bergelson E, Bergmann C, Black AK, Blything R, Böhland MP, Bolitho P, Borovsky A, Brady SM, Braun B, Brown A, Byers-Heinlein K, Campbell LE, Cashon C, Choi M, Christodoulou J, Cirelli LK, Conte S, Cordes S, Cox C, Cristia A, Cusack R, Davies C, de Klerk M, Delle Luche C, Ruiter LD, Dinakar D, Dixon KC, Durier V, Durrant S, Fennell C, Ferguson B, Ferry A, Fikkert P, Flanagan T, Floccia C, Foley M, Fritzsche T, Frost RLA, Gampe A, Gervain J, Gonzalez-Gomez N, Gupta A, Hahn LE, Kiley Hamlin J, Hannon EE, Havron N, Hay J, Hernik M, Höhle B, Houston DM, Howard LH, Ishikawa M, Itakura S, Jackson I, Jakobsen KV, Jarto M, Johnson SP, Junge C, Karadag D, Kartushina N, Kellier DJ, Keren-Portnoy T, Klassen K, Kline M, Ko ES, Kominsky JF, Kosie JE, Kragness HE, Krieger AAR, Krieger F, Lany J, Lazo RJ, Lee M, Leservoisier C, Levelt C, Lew-Williams C, Lippold M, Liszkowski U, Liu L, Luke SG, Lundwall RA, Macchi Cassia V, Mani N, Marino C, Martin A, Mastroberardino M, Mateu V, Mayor J, Menn K, Michel C, Moriguchi Y, Morris B, Nave KM, Nazzi T, Noble C, Novack MA, Olesen NM, John Orena A, Ota M, Panneton R, Esfahani SP, Paulus M, Pletti C, Polka L, Potter C, Rabagliati H, Ramachandran S, Rennels JL, Reynolds GD, Roth KC, Rothwell C, Rubez D, Ryjova Y, Saffran J, Sato A, Savelkouls S, Schachner A, Schafer G, Schreiner MS, Seidl A, Shukla M, Simpson EA, Singh L, Skarabela B, Soley G, Sundara M, Theakston A, Thompson A, Trainor LJ, Trehub SE, Trøan AS, Tsui ASM, Twomey K, Von Holzen K, Wang Y, Waxman S, Werker JF, Wermelinger S, Woolard A, Yurovsky D, Zahner K, Zettersten M, Soderstrom M. Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference. Advances in Methods and Practices in Psychological Science 2020. [DOI: 10.1177/2515245919900809] [Citation(s) in RCA: 76] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35, 95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure.
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Kosie JE, Baldwin D. Attention rapidly reorganizes to naturally occurring structure in a novel activity sequence. Cognition 2019; 182:31-44. [DOI: 10.1016/j.cognition.2018.09.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2017] [Revised: 08/28/2018] [Accepted: 09/03/2018] [Indexed: 10/28/2022]
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