cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.443
title: Perceiving affordances for different motor skills

description: We examined several factors that affect people’s ability to perceive possibilities for action. In Experiment 1, 24 participants crossed expanses of various sizes in three conditions: leaping, a familiar, launching action system; arm-swinging on monkey bars, an unpracticed skill that uses the arms rather than the legs; and crawling on hands and knees, a disused skill that involves all four limbs. Before and after performing each action, participants gave verbal judgments about the largest gap they could cross. Participants scaled initial judgments to their actual abilities in all three conditions. But they considerably underestimated their abilities for leaping, a launching action, and for arm- swinging when it was performed as a launching action; judgments about crawling, a non-launching action, and arm- swinging when it was performed as a non-launching action were more accurate. Thus, launching actions appear to produce a deficit in perceiving affordances that is not ameliorated by familiarity with the action. However, after performing the actions, participants partially corrected for the deficiency and more accurately judged their abilities for launching actions—suggesting that even brief action experience facilitates the perception of affordances. In Experiment 2, we confirmed that the deficit was due to the launching nature of the leaping and arm-swinging actions in Experiment 1. We asked an additional 12 participants to cross expanses using two non-launching actions using the legs (stepping across an expanse) and the arms (reaching across an expanse). Participants were highly accurate when judging affordances for these actions, supporting launching as the cause of the underestimation reported in Experiment 1. See volume links for volume with other conditions.
DOI: 10.17910/b7.452
title: Perceiving affordances for different motor skills (other conditions)

description: We examined several factors that affect people’s ability to perceive possibilities for action. In Experiment 1, 24 participants crossed expanses of various sizes in three conditions: leaping, a familiar, launching action system; arm-swinging on monkey bars, an unpracticed skill that uses the arms rather than the legs; and crawling on hands and knees, a disused skill that involves all four limbs. Before and after performing each action, participants gave verbal judgments about the largest gap they could cross. Participants scaled initial judgments to their actual abilities in all three conditions. But they considerably underestimated their abilities for leaping, a launching action, and for arm- swinging when it was performed as a launching action; judgments about crawling, a non-launching action, and arm- swinging when it was performed as a non-launching action were more accurate. Thus, launching actions appear to produce a deficit in perceiving affordances that is not ameliorated by familiarity with the action. However, after performing the actions, participants partially corrected for the deficiency and more accurately judged their abilities for launching actions—suggesting that even brief action experience facilitates the perception of affordances. In Experiment 2, we confirmed that the deficit was due to the launching nature of the leaping and arm-swinging actions in Experiment 1. We asked an additional 12 participants to cross expanses using two non-launching actions using the legs (stepping across an expanse) and the arms (reaching across an expanse). Participants were highly accurate when judging affordances for these actions, supporting launching as the cause of the underestimation reported in Experiment 1. For videos of other conditions, see volume links.
DOI: 10.17910/b7.458
title: Where Infants Go: Real‐Time Dynamics of Locomotor Exploration in Crawling and Walking Infants

description: Where do infants go? A longstanding assumption is that infants primarily crawl or walk to reach destinations viewed while stationary. However, many bouts of spontaneous locomotion do not end at new people, places, or things. Study 1 showed that half of 10- and 13- month-old crawlers’ (N = 29) bouts end at destinations—more than previously found with walkers. Study 2 confirmed that, although infants do not commonly go to destinations, 12-month-old crawlers go to proportionally more destinations than age-matched walkers (N = 16). Head-mounted eye tracking revealed that, crawlers and walkers mostly take steps in place while fixating something within reach. When infants do go to a destination, they take straight, short paths to a target fixated while stationary. For videos of full sessions, see volume links.
DOI: 10.17910/b7.459
title: Excerpt volume: Object interaction and walking: Integration of old and new skills in infant development

description: ABSTRACT For full session videos, see links.
DOI: 10.17910/b7.465
title: test

description: test
DOI: 10.17910/b7.468
title: Individual data of "Shirai et al. (submitted). Development of asymmetric vection for radial expansion/contraction motion: comparison between school-age children and adults"

description: Vection is illusory self-motion elicited by visual stimuli, and is more easily induced by radial contraction than expansion flow in adults. The asymmetric feature of vection was re-examined with 18 younger (age, 6–8 years) and 19 older children (age, 9–11 years) and 20 adults. In each experimental trial, participants observed either radial expansion or contraction flow; the latency, cumulative duration, and magnitude of vection were measured. The results indicated that the latency for contraction was significantly shorter than that for expansion in all age groups. Additionally, the latency and magnitude were significantly shorter and greater, respectively, in the younger/older children compared with the adults, regardless of the flow pattern. These results indicate that the asymmetry in vection for expansion/contraction flow emerges by school age, and that school-age children experience significantly more rapid and stronger vection than adults.
DOI: 10.17910/b7.471
title: Excerpt volume: Illustrations from motor development of Siegler's "Overlapping Waves Model" of strategy choice

description: Siegler's "Overlapping Waves Model" proposes that strategies enter children's repertoires at different times and change in frequency over development as behavior becomes more adaptive and functional. Here, we illustrate the Overlapping Waves Model with video clips from several studies in infant and child motor development. (See links for specific papers relevant to the excerpts). Illustration #1: Infants' use of various strategies for descending impossibly steep slopes (backing feet first, sliding head first, sitting, crawling, walking, avoiding descent). Longitudinal observations show that strategies entered infants' repertoires at various ages and changed in frequency as infants became more accurate at detecting affordances for descent over weeks of crawling and walking. See links for Illustration #1-Longitudinal. Cross-sectional observations show that individual infants use multiple strategies within a single session. See links for Illustration #1-Cross-sectional. Illustration #2: Walking infants use multiple strategies for descending drop-offs (backing feet first, sitting, crawling, walking, avoiding descent). See links for Illustration #2-Drop-offs. Illustration #3: 4-year-olds use multiple strategies for pounding a peg with a hammer (radial grip, ulnar grip, two-handed grip, etc.). See links for Illustration #3-Hammering.
DOI: 10.17910/b7.473
title: Penn State Psychology Department 2017 R Bootcamp

description: A 1.5 day workshop held at Penn State's Department of Psychology on August 16-17, 2017.
DOI: 10.17910/b7.480
title: Instructions in Mathematical Equivalence with Gesture and No Gesture Matched for Audio Content, Body Position and Eye Gaze

description: These videos are being used as stimuli in ongoing work. They were constructed from live recordings using Final Cut Pro to alter the timing of the videos to perfectly align the audio.
DOI: 10.17910/b7.481
title: Asking children to "be helpers" can backfire after setbacks

description: Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4-5) tested whether such effects backfire if children have difficulty performing category-relevant actions. In Study 1, children were asked to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour it). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children’s actual helping behavior after they experienced difficulties while trying to help. Implications for how labels shape beliefs and behavior will be discussed.
DOI: 10.17910/b7.482
title: Individual data of "Shirai et al. (submitted). Differences in the magnitude of representational momentum between school-aged children and adults as a function of experimental task"

description: Representational momentum (RM) is the phenomenon that occurs when an object moves and then disappears, and the recalled final position of the object shifts in the direction of its motion. Findings on the magnitude of RM exhibited during childhood are not completely consistent. Some findings indicate that the magnitude of RM in early childhood is comparable to that in adulthood, while others suggest that the magnitude of RM is significantly greater in childhood than in adulthood. We examined whether the inconsistencies between the previous studies could be explained by the difference in the experimental tasks used in these studies. In one study, a same–different judgment between the position at which a moving stimulus disappeared and that at which a comparison stimulus reappeared, called a judging task, was used. In another study, the participants pointed to the position at which the moving stimulus disappeared using a computer mouse cursor. This was called a pointing task. We examined RM in both the judging and pointing tasks and found that, for the judgment task, there was no significant difference in the magnitude of RM among all age groups tested: younger children, mean age = 7.4 years; older children, mean age = 10.7 years; adults, mean age = 22.1. However, in the pointing task, the younger children exhibited a significantly greater RM magnitude than did adults. We discuss possible reasons for the inconsistent developmental trends shown by the two different tasks, namely lower visual motion sensitivity in childhood.
DOI: 10.17910/b7.545
title: The developmental time course and topographic distribution of individual-level monkey face discrimination in the infant brain

description: Data to accompany Barry-Anwar et al., (in press) paper in Neuropsychologia. The files contain EEG signal to noise ratios for 6- and 9-month-old infants by trial and averaged by participant. The document "Legend" contains additional information about these data sets.
DOI: 10.17910/b7.546
title: Learning to Individuate: The Specificity of Labels Differentially Impacts Infant Visual Attention

description: Included in this volume are spreadsheets of ERP and eye-tracking data associated with this publication and the stimuli used. The "Legend" files explains the variables in the files.
DOI: 10.17910/b7.554
title: Naturalistic Examples of Infant/Toddler Musical Engagement

description: This volume contains video examples of children displaying musical behaviours such as singing and dancing. These home recordings by parents give us a unique perspective on musical skills that are difficult to observe and prompt in a laboratory setting.
DOI: 10.17910/b7.563
title: The Science of Everyday Play

description: Developmental scientists consider play to be essential to learning. Play is a ubiquitous activity of childhood in every community across the globe. It cuts across every domain of development—cognition, perception, motor action, social interaction, language, emotion, and gender. Before children begin formal schooling, play occupies nearly all of their waking day: In Piaget’s words, “play is the work of children.” The science of everyday play, therefore, provides a uniquely informative window into patterns of typical and atypical learning and development and how children’s social interactions and home environments support or impede learning. This dataset constitutes the first large-scale, systematic investigation of children’s play in the natural home setting. We conducted the first comprehensive in-depth study of infants’ everyday play (ages 13, 18, and 23 months) and caregiver interactions in the natural context of the home. The project includes a corpus of 234 hours of video recording (across 2 days, 2 hours per visit) of infants and mothers going about their daily routines. We video coded foundational passes on infant object play, motor play, and language behaviours, thereby producing rich descriptive data on how infants play, how play changes across the course of a day and the second year, and which environmental and social factors support infant play. This project yields several valuable products that are disseminated to and shared with the scientific community, parents, and other stakeholders.
DOI: 10.17910/b7.569
title: The effect of race-based social categorization on emotion recognition in a multicultural context

description: 7-alternative forced-choice emotion recognition task with White and South Asian Canadian young adults. Data shared are de-identified. Data are a spreadsheet of raw scores, as well as spreadsheets with unbiased hit rates and errors calculated by the researchers.
DOI: 10.17910/b7.573
title: Tummy Time in Home-Environment

description: Infants aged 1-6 months of age were video-taped in their home (natural) environment during day-time hours. The goal was to capture tummy time (prone positioning). Video was collected using a Mobius dashcam and parents were instructed to turn the camera on in the morning and leave it running until the memory card filled up, usually 10-12 hours. Many other social and environmental interactions were captured. Our goal was to assess tummy time behavior including facilitators and barriers that served to extend or prematurely end a bout of tummy time. Some videos are not sound enabled, but most are.
DOI: 10.17910/b7.574
title: 2017_6 Pilot

description: Pilot of truth value task
DOI: 10.17910/b7.575
title: Learning about Tool Use, Visit 1

description: Longitudinal Tool-use Study
DOI: 10.17910/b7.577
title: 2017_11_sorting

description: Pilot data obtained from an iPad study in which children sort images into categories (YES- image is definitely in the desired category of objects or NO- image is definitely not in the desired category of objects). Some images are clearly the object, some are clearly not, and some are somewhat similar to the object but are still clearly not the object. Data is collected from English speaking children ages 3-6 years old in preschools and museums in the Boston area.
DOI: 10.17910/b7.578
title: Episodic vs Semantic False Belief

description: Video recordings of study for all participants.
DOI: 10.17910/b7.586
title: Play in preschoolers exposed to adult models of aggressive behavior

description: The participants are 3- to 5-years-old children distributed in a experimental and control group. The experimental group is exposed to a video recording in which an adult displays aggressive behavior toward a doll while coloring. In the next phase, the child is allowed to play freely with the toys in the room. The control condition involves the same procedure, except for the fact that children from this group are not exposed to the adult's modeling of aggressive behaviors.
DOI: 10.17910/b7.587
title: Virtuous Characteristics Control

description: Virtuous Characteristics Control
DOI: 10.17910/b7.588
title: fezzerzef

description: azfzefcsdqfq
DOI: 10.17910/b7.591
title: Many Babies 1

description: ManyBabies 1
DOI: 10.17910/b7.592
title: The Development of Substitute Object Pretense: The Differential Importance of Form and Function

description: Substitute object pretense is one of the earliest-developing forms of pretense, and yet it changes considerably across the preschool years. By 3.5 years of age, children can pretend with substitutes that are highly dissimilar from their intended referents (Elder & Pederson, 1978), but even older children have difficulty understanding such pretense in others (Bigham & Bourchier-Sutton, 2007). The present studies had 3 aims: 1) to examine the relative influence of the form and function of substitute objects; 2) to replicate the age gap between pretense production and comprehension using a tightly controlled procedure; and 3) to investigate whether preschoolers’ comprehension of substitute object pretense is predicted by a) theory of mind (ToM), because it involves reading pretender intent, and (b) executive function (EF), because it involves inhibiting the substitute object’s identity. In Study 1, 3- to 5-year-old children performed at ceiling on a test of substitute object pretense production, whereas pretense comprehension improved considerably across this age range. Study 2 provided evidence that the function of a substitute object is more influential than its form in determining whether a child can comprehend pretense actions with the object. The results of Study 2 also provided support for the role of ToM in comprehending another’s pretense. Finally, Study 3 replicated the results regarding form, function, and ToM in a sample drawn from a different community. The effects of EF on pretense comprehension were inconsistent across conditions and studies, suggesting that EF may not play a major role in the comprehension of pretense with substitute objects.
DOI: 10.17910/b7.593
title: Neural and behavioral effects of subordinate-level training of novel objects across manipulations of color and spatial frequency

description: Currently included are the SPSS spreadsheets for the behavioral and ERP (N170 and N250) results reported in this manuscript. The data key is a description of variables. We are in the process of converting the stimuli from .bmp and processed EEG data to an acceptable Databrary format, we will make them public as soon as available.
DOI: 10.17910/b7.595
title: Excerpt: The organization of exploratory behaviors in infant locomotor planning.

description: How do infants plan and guide locomotion under challenging conditions? This experiment investigated the real-time process of visual and haptic exploration in 14-month-old infants as they decided whether and how to walk over challenging terrain—a series of bridges varying in width. Infants’ direction of gaze was recorded with a head-mounted eye tracker and their haptic exploration and locomotor actions were captured on video. Infants’ exploration was an organized, efficient sequence of visual, haptic, and locomotor behaviors. They used visual exploration from a distance as an initial assessment on nearly every bridge. Visual information subsequently prompted gait modifications while approaching narrow bridges and haptic exploration at the edge of the bridge. Results confirm predictions about the sequential, ramping-up process of exploration and the distinct roles of vision and touch. Exploration, however, was not a guarantee of adaptive decisions. With walking experience, exploratory behaviors became increasingly efficient and infants were better able to interpret the resulting perceptual information in terms of whether it was safe to walk.
DOI: 10.17910/b7.596
title: Excerpt volume: Learning the designed actions of everyday objects

description: How do young children learn to use everyday objects—doorknobs, latches, zippers, Velcro fastenings, and so on—in the ways the objects were designed to be used? Designed actions can be easy or difficult to implement (e.g., pushing a fire door vs. lifting up a garage door) and more or less hidden from view (e.g., press-turn-pull a pill bottle lid vs. lifting a sugar bowl lid). Although the designed actions for everyday objects seem obvious to adults, they are not necessarily obvious to young children. Surprisingly little is known about how young children learn to implement the designed actions of the objects that populate their everyday environment. Here, we are investigating the real-time and developmental progression in 12- to 60-month-old children’s learning of the designed actions for everyday objects and toys. Moreover, we are testing the motivational, perceptual, social, and biomechanical factors that facilitate learning about these designed actions.
DOI: 10.17910/b7.597
title: Hong Kong Preschooler Longitudinal Study

description: Data collected in Hong Kong that parallels the Metrobaby Study conducted in NYC.
DOI: 10.17910/b7.599
title: Children's use of race and gender as cues to social status

description: Social hierarchies are ubiquitous and determine a wide range of personal and intergroup outcomes, yet surprisingly little is known about when children develop beliefs about the structure of status hierarchies they might find in their communities. The present study (3.5-6.9 years; N = 420) found that the beliefs that social status varies by gender and race emerge in early childhood. For gender, children expected males to be higher status, and this expectation was unrelated to gender-based preferences. For race, children expected White people to be higher status, and this expectation was related to pro-white social bias. Children’s gender- and race-related expectations about status were unrelated to their beliefs about their own personal status. Implications for the development and developmental consequences of representations of status hierarchies will be discussed.
DOI: 10.17910/b7.600
title: Efficacy

description: Investigating how children's experience with activities influences their self-efficacy
DOI: 10.17910/b7.603
title: Equal Access Ownership

description: Equal Access Ownership Data and Files
DOI: 10.17910/b7.604
title: Learning About Tool Use, Visit 2

description: Longitudinal Tool-Use Study
DOI: 10.17910/b7.605
title: Remember-Know

description: Remember-Know
DOI: 10.17910/b7.606
title: RAMP-Wit-Test

description: RAMP-Wit-Test
DOI: 10.17910/b7.608
title: Differential neural responses to faces paired with labels versus faces paired with noise at 6- and at 9-months

description: Data to accompany Barry-Anwar, Hadley, and Scott (2018) paper in Neuropsychologia. The file "Amplitude_Latency" contains amplitude and latency data for the P1, N290 and P400 components for all infants. The document "Legend" contains additional information about these data sets.
DOI: 10.17910/b7.609
title: Memory Monitor - Expert (5s)

description: Memory Monitor - Expert (5s)
DOI: 10.17910/b7.610
title: Memory Monitor - Help (5s)

description: Memory Monitor - Help (5s)
DOI: 10.17910/b7.612
title: Memory Monitor - Shape (5s)

description: Memory Monitor - Shape (5s)
DOI: 10.17910/b7.613
title: Memory Monitor - Shape (7s)

description: Memory Monitor - Shape (7s)
DOI: 10.17910/b7.614
title: Memory Monitor - Expert (5s WM)

description: Memory Monitor - Expert (5s WM)
DOI: 10.17910/b7.615
title: Memory Monitor - Expert (7s)

description: Memory Monitor - Expert (7s)
DOI: 10.17910/b7.616
title: Memory Monitor - Help (7s)

description: Memory Monitor - Help (7s)
DOI: 10.17910/b7.617
title: Memory Monitor - Oops

description: Memory Monitor - Oops
DOI: 10.17910/b7.618
title: DTRU DFYUD

description: bgfdn opjù,nfDJ %JO
DOI: 10.17910/b7.619
title: Memory Monitor - Percept

description: Memory Monitor - Percept
DOI: 10.17910/b7.620
title: Memory Monitor - Pilot

description: Memory Monitor - Pilot
DOI: 10.17910/b7.621
title: Memory Monitor - Oops (Pilot)

description: Memory Monitor - Oops (Pilot)
DOI: 10.17910/b7.622
title: Error Ignorant Novel - Confirm

description: Error Ignorant Novel - Confirm
DOI: 10.17910/b7.623
title: Error Ignorant Novel - PrimeBaseline

description: Error Ignorant Novel - PrimeBaseline