cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.885
title: 2019 Drawing and Memory

description: Testing whether drawing while being interviewed enhances memory for a puppet show in 3-6-year-olds.
DOI: 10.17910/b7.888
title: Coordination

description: An experimental study of problem solving and strategy in 4- to 6-year-old children
DOI: 10.17910/b7.889
title: Remote Tool Use and Perception

description: Explores how using a laser pointer or pointing with the hand alters perception of target size and distance.
DOI: 10.17910/b7.891
title: The relationship between early verb comprehension and developing motor skills in 9- to 20-month-olds

description: We investigated infants’ understanding of words that refer to action events. Based on the argument that changes in motor abilities may have important influences on language development (Iverson, 2010), we hypothesize that differences in comprehension ability might be related to infants’ experiences with different kinds of motor actions. New motor abilities provide new opportunities for infants to explore their physical world (Smith et al., 2007). Direct experience with an action might enable infants to expand their comprehension abilities (Huttenlocher et al., 1983). Motor abilities also provide new opportunities for infants to engage with social partners and might prompt more talk about actions (Karasik et al. 2008; Reid et al., 2010). If motor experience influences vocabulary development, then infants might show better comprehension for actions with which they have more experience. We tested for comprehension of two types of action events in a split-screen preferential looking paradigm: seated posture with manual actions [splash-shake, wave-laugh, blow(bubbles)-eat(with a spoon)] and upright posture with gross motor actions [kick-throw, jump-run, walk-dance]. The participants were infants from rural small towns in Central Pennsylvania. The Ages and Stages survey was used to gather parent reports of the infants’ motor development. The MacArthur Bates Communicative Development Inventory (MCDI) was used to estimate vocabulary. A parent report survey of how frequently the family used the target words was included to gather an estimate of exposure to these words. We assigned infants to a Younger or Older subject group based on the Ages and Stages standard that independent walking is typically developed by 15 months of age. Then, infants were assigned to either the "seated-manual" action condition or the "upright-gross motor" action condition. Each infant saw all three sets in each condition in a blocked presentation. Order of presentation and side of presentation were counterbalanced between subjects. Looking times were scored frame by frame from digital video recordings. Final analyses are in progress.
DOI: 10.17910/b7.892
title: Fantasy Orientation

description: Fantasy Orientation; Dermina's Spring 2019 course
DOI: 10.17910/b7.893
title: Hidden Talents

description: The predominant view is that chronic exposure to harsh conditions impairs cognition. My colleagues and I have challenged this consensus by proposing that harsh environments do not exclusively impair cognition; rather, people’s minds also become developmentally adapted for solving problems that are ecologically relevant in such environments. The aim of the research project ‘Hidden Talents’ is to test this hypothesis. We conduct studies in the Netherlands with two populations: an adult community sample and a college student sample. All participants complete questionnaires on a computer, followed by one or more (computer) tasks. In the studies shown here, participants first completed a Danger Learning Task (Confirmatory study) and then a Wason Selection Task (Exploratory study). This volume contains a description of the research program 'Hidden Talents', materials and information of two example studies, and a video depicting the data collection protocol. Currently (June 28, 2019) the data collection of these example studies is still ongoing.
DOI: 10.17910/b7.895
title: PETRI

description: xx
DOI: 10.17910/b7.896
title: ManyBabies 1: Walkthrough videos

description: Labs participating in ManyBabies 1: Infant-Directed Speech Preference were asked to provide a walkthrough video to illustrate their procedure. Here we collect videos that can be made public (42 of 69 contributing labs). The detailed instructions on making walkthrough videos can be found here: https://docs.google.com/document/d/1NhstgGOWZYY19diq5eRdnxmqyW9vLQSObcpxtfsyhe8
DOI: 10.17910/b7.897
title: Learning the Designed Actions of Everyday Objects

description: How do young children learn to use everyday artifacts—doorknobs, zippers, and so on—in the ways they were designed to be used? Although the designed actions of such objects seem obvious to adults, little is known about how young children learn the “hidden affordances” of everyday objects. We encouraged 115 11- to 37-month-old children to open two types of containers: circular jars with twist-off lids (Experiment 1) and rectangular Tupperware-style containers with pull-off lids (Experiment 2). We varied container size to examine effects of the body-environment fit on display of the designed action and successful implementation of the designed action. Results showed a developmental progression from non-designed actions to performance of the designed twisting or pulling actions to successful implementation of the designed action. Non-designed actions decreased with age as performance of the designed action increased. Successful implementation lagged behind performance of the designed action. That is, even after children appeared to know what to do, they were still unsuccessful in opening the container. Why? For twist-offs, very large lids were difficult to manipulate, and younger children often twisted to the right, or in both directions, and did not persist in consecutive turns to the left. Larger pull-off containers required new strategies to stabilize the base, such as holding the container against the tabletop or the chest. Findings provide insights into the body-environment factors that facilitate children’s learning and implementation of the hidden affordances inherent in everyday artifacts.
DOI: 10.17910/b7.898
title: UoA_ManyBabies

description: ManyBabies video files
DOI: 10.17910/b7.900
title: Novel verb learning in 2- to 3.5-year-olds

description: raw eye tracking data and participant camera recordings
DOI: 10.17910/b7.901
title: Holiday word learning in 12- to 19-month-olds

description: participant camera videos and raw eye tracking data
DOI: 10.17910/b7.903
title: ars create test

description: test for if an affiliate/manager can create volume
DOI: 10.17910/b7.904
title: Efficacy Judgments

description: How do children believe pretending impacts efficacy and competence? How do children believe efficacious individuals became so? Would children rather learn by pretending or really doing, and why?
DOI: 10.17910/b7.905
title: Efficacy Judgments Stimuli Check

description: Can children easily distinguish between the toys for pretending and real objects that will be used in the learning choice task for Efficacy Judgments?
DOI: 10.17910/b7.907
title: test2

description: test for shared with Databrary
DOI: 10.17910/b7.908
title: test3

description: volume overview only
DOI: 10.17910/b7.909
title: Shape Up: Parent and Child Spatial Play

description: The data are videos of parent-child interactions during a play task.
DOI: 10.17910/b7.910
title: NewFAMS 18mo

description: New Fathers and Mothers Study 18mo In-Lab Visit
DOI: 10.17910/b7.912
title: Storybook

description: Contrasting linguistic complexity task composed of a standardized vocabulary measure (PPVT) and speaker habituation and preference.
DOI: 10.17910/b7.913
title: Rocket Labeling and Narration Studies

description: The tasks, videos, and data for the various studies of labeling and elicited narration.
DOI: 10.17910/b7.915
title: Practice/Setup

description: Learning how to use Databrary
DOI: 10.17910/b7.916
title: Testing

description: Practice using Databrary
DOI: 10.17910/b7.917
title: Practice

description: Practicing Databrary
DOI: 10.17910/b7.919
title: Pain and Distress Behaviors in Infants with Torticollis during Physical Therapy Interventions

description: Babies 0-6 months who have a diagnosis of torticollis are videotaped during physical therapy sessions. There are three video views during the intervention - the baby, the therapist, and the caregiver.
DOI: 10.17910/b7.921
title: Study 6 Reveal-Look Automatic Doors

description: Automatic Doors
DOI: 10.17910/b7.922
title: Spatial School

description: School intervention study in which kindergarten and first graders were exposed to either physical spatial play, digital spatial play, or non-spatial play for 6 play sessions. Spatial skills were measured before and after the intervention to assess change.
DOI: 10.17910/b7.923
title: Prediction V4

description: Videos
DOI: 10.17910/b7.924
title: Trust in Context: Rattle

description: Videos
DOI: 10.17910/b7.925
title: Study 3 (Look-Reveal)

description: Look-Reveal
DOI: 10.17910/b7.926
title: Study 4 (Reveal-Search, Reveal-Look, Hide-Search)

description: Reveal-Search, Reveal-Look, Hide-Search
DOI: 10.17910/b7.927
title: Event representation and relational language learning

description: In a longitudinal study, we assess the link from event representation to relational language learning (learning verbs and prepositions, spatial language). This longitudinal study tests children who were born preterm and term in 4 different sessions. We start testing children at 12 months of age till 3 years of age. We currently finished up the first session and continue recruiting the participants for session 2. This volume now includes some tasks from session 1. We will update the volume once we have full data from Session 1 and 2. In Session 1, we recruited children 80 children ( 42 preterm and 38 term infants). We assess both language and cognitive development with standardized measures, event representation using eye-tracking, and parent-child play to obtain naturalistic use of relational language and gestures. Here we present a play session video and also the experiment of the eyetracking study on event representation.
DOI: 10.17910/b7.928
title: MittPupps Visit 4

description: 4th visit of NSF-funded study
DOI: 10.17910/b7.929
title: Language Emergence: Competition, Usage, and Analyses -- Honoring the Impact of Brian MacWhinney on Language Research

description: A symposium honoring Brian MacWhinney and his influence on the fields of language acquisition and language processing took place on June 6-8, 2019 at Carnegie Mellon University in Pittsburgh, PA. Workshops involving components of the TalkBank (talkbank.org) system, including CHILDES (childes.talkbank.org), will took place on June 6, and spoken presentations and poster sessions on CHILDES, TalkBanks, Emergentism, and the Competition Model on June 7th and 8th.
DOI: 10.17910/b7.931
title: Social Communication in Children with and without Autism Spectrum Disorder

description: IDR, telephone, block builder, transparent box, direct requests
DOI: 10.17910/b7.933
title: HAB & Trust

description: HAB & Trust videos
DOI: 10.17910/b7.935
title: Trust in Context: Strategy

description: Videos
DOI: 10.17910/b7.937
title: Parental Beliefs about Infant and Child Learning

description: This study was a pilot examining parental beliefs about play. We also examine how well parents adopt scaffolding behaviors following a brief training. Data was collected in NYC in 2018.
DOI: 10.17910/b7.938
title: Adapt

description: This volume contains a variety of data from each participant, including: - Videos from an in-lab selective attention task - Eyetracking data during selective attention task - Videos from an at-home overhearing task - LENA summary files
DOI: 10.17910/b7.940
title: Emotion Portrayal Creation

description: Kaylee Thesis 1) Adult Mimes Creating emotions 2) Children mimicking/ creating emotions
DOI: 10.17910/b7.941
title: Walking and Talking

description: Developmental researchers typically focus on only one domain of expertise. However, children’s development typically does not adhere to researchers’ siloed expertise. Instead, multiple psychological domains develop simultaneously and changes in one domain can cascade into developmental changes in domains far afield from the original accomplishment. This experiment focuses on the developmental relations between walking and talking. Learning to walk allows infants to explore the environment in new ways. Compared with crawling, walking infants go more places, see more of the surrounds, and access more distal toys for play. We test whether the changes instigated by walking have a cascading effect on infants’ language experiences. The central hypothesis is that walking prompts a developmental cascade, wherein: (1) walkers explore a wider variety of places and objects than crawlers; (2) enhanced exploration elicits different forms of language input from caregivers; and (3) differences in language input are related to infants’ receptive and productive vocabularies. Infants—half crawlers, half walkers—and their caregivers play together with toys in two conditions: (1) toys dispersed throughout a large playroom (high incentive to locomote); and (2) toys clustered in a pile (high incentive to remain stationary). We predict a walking status × condition interaction: Walkers will locomote more and access more toys than crawlers in the dispersed condition; in turn, caregivers will spontaneously respond with more diverse language input to walkers. However, when toys are clustered, crawlers and walkers will produce similarly low amounts of locomotion and similarly frequent interactions with toys, and caregivers will respond with similar language inputs to infants.
DOI: 10.17910/b7.942
title: Trust in Context: Flipped

description: Video
DOI: 10.17910/b7.943
title: “Dancing” Together: Infant–Mother Locomotor Synchrony

description: Pre-mobile infants and caregivers spontaneously engage in a sequence of contingent facial expressions and vocalizations that researchers have referred to as a social “dance.” Does this dance continue when both partners are free to move across the floor? Locomotor synchrony was assessed in 13- to 19-month-old infant-mother dyads (N = 30) by tracking each partner’s step-to-step location during free play. Although infants moved more than mothers, dyads spontaneously synchronized their locomotor activity. For 27 dyads, the spatiotemporal path of one partner uniquely identified the path of the other. Clustering analyses revealed two patterns of synchrony (mother-follow, yo-yo), and infants were more likely than mothers to lead the dance. Like face-to-face synchrony, locomotor synchrony scaffolds infants’ interactions with the outside world.
DOI: 10.17910/b7.944
title: Blank

description: Audio/visual recordings of 15 minute conflict discussions between romantic partners conducted in a laboratory setting as part of project investigating the effects of relationship construal level on conflict management in romantic couples.
DOI: 10.17910/b7.945
title: Perceptual-Motor Challenges in Children’s Toy Play

description: Some toys (e.g., popular interlocking Lego and Duplo bricks) require specific motor actions to be used as the designers intended. However, little is known about how children learn the designed actions of toys and how the perceptual-motor requirements interfere with play. We observed 91 12- to 60-month-old children and 20 adults playing with six Duplo bricks. Children showed a developmental progression from non-designed exploratory actions to successful interlocking but building only towers to constructing multiple asymmetric structures. Unsuccessful attempts to interlock were distributed evenly across age (and displayed even in adults). Findings suggest that perceptual-motor requirements impede higher levels of play. Before children can engage in pretend play or build creative structures, they must overcome the biomechanical constraints of interlocking.
DOI: 10.17910/b7.947
title: iTRAC Mobile Eye Tracking Complete

description: -Final gaze corrections split by task -Synced videos split by task (MET footage and room footage) -Documentation of which videos do not have synced footage -Datavyu coding sheets
DOI: 10.17910/b7.948
title: HAB & Trust V2

description: Videos
DOI: 10.17910/b7.949
title: BioBehavioral Synchrony

description: Tasks: 2 dyadic play interactions, 9 minutes in length each, during which parent (P) and child (C) interact jointly with a toy placed between them (2 toys, order of which is counterbalanced between participants). During each activity, Experimenter (E) called P on phone to spend 3 minutes filling out a questionnaire together over the phone (this was called the "distraction" condition, interjected between "play" conditions in which P and C played together uninterrupted). Demo: Data collection in progress. Infants recruited for piloting range in age from 12months to 28 months. Data: 4 mp4 videos (=2 per activity from 2 different cameras/angles). Additional video recordings of procedure for some participants and not others.
DOI: 10.17910/b7.950
title: Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains (Study 3)

description: Children (ages 4-10) engaged in a diagnostic reasoning task involving categorizing different kinds of dinosaurs.
DOI: 10.17910/b7.952
title: Kosie & Baldwin Video Corpus

description: to be updated
DOI: 10.17910/b7.953
title: Example Videos - Pupillometry as a Window on the Role of Motionese in Infants' Processing of Dynamic Activity

description: This volume contains videos of caregivers demonstrating novel objects to their own infant and to another adult interaction partner (the infant/adult interaction partner is not visible). All videos start with a 3s grey still frame, next the first frame of the video is presented for 3s, and then the demonstration begins. Caregivers and infants were recruited from a university community in the Northwestern United States. Infants are 9- to 18-months-old. Videos are .mov movie files. These videos are the stimuli used in Jessica Kosie's dissertation (Pupillometry as a Window on the Role of Motionese in Infants' Processing of Dynamic Activity).
DOI: 10.17910/b7.954
title: PLAYProject_GEORG

description: Uploads of ELP PLAY videos for quality assurance
DOI: 10.17910/b7.956
title: ESC Modeling

description: Children (3.5-4.5 years) wearing EEG, head-mounted eye tracking, and motion tracking in a hammering task.
DOI: 10.17910/b7.957
title: ESC Sparkle

description: Children (3.5-4.5 years) wearing EEG, head-mounted eye tracking, and motion tracking in a hammering task.
DOI: 10.17910/b7.959
title: Test

description: Test
DOI: 10.17910/b7.960
title: Testing

description: Testing
DOI: 10.17910/b7.961
title: Degu Repeat Reunion

description: Study examines how adult degus establish memories for new individuals. Each video represents one "reunion" session in which a degu is exposed either to a cagemate, a new stranger, or a familiar but recently-acquainted conspecific of the same sex. Videos are purely natural behavior within dyads; no behavioral or physiological/pharmacological manipulations are performed. Reunions take place approximately each 48 hours, which includes 24 hours of co-habitation with a cagemate followed by a 24 hours separation period.
DOI: 10.17910/b7.962
title: STEM Books

description: This study assesses how young children learn STEM-related information from the context of shared book reading. Parents read 4 STEM books to their child and children were tested on facts from the books.
DOI: 10.17910/b7.963
title: DARPA Containers

description: DARPA Containers Study
DOI: 10.17910/b7.964
title: DARPA Duplo

description: DARPA Duplo Volume
DOI: 10.17910/b7.965
title: Status essentialism in children

description: Volume contains study materials and example videos from consenting families.
DOI: 10.17910/b7.968
title: OmissionBlender_13

description: - Video study, helpful vs unhelpful, looking at reactions to emotions - Age: 13.15-14.15
DOI: 10.17910/b7.969
title: 1 month Visit - Paddles, CryBaby, and Imitation

description: - Longitudinal Study - Paddles: seeing to what extent babies move their heads and eyes to follow an image - CryBaby: monitoring how babies respond to other babies crying - Imitation: seeing if babies will mimic adult facial expressions - Age: 0.0 - 1.15
DOI: 10.17910/b7.972
title: Bullies2_Rep9

description: - Puppet Show Study with food preference, seeing if babies will pick recipient of the helpful action over the recipient of the unhelpful action - Age: 8.15-9.15
DOI: 10.17910/b7.973
title: Bullies2_Rep14

description: - Puppet Show Study with food preference, seeing if babies will pick recipient of the helpful action over the recipient of the unhelpful action - Age: 14.00-15.15
DOI: 10.17910/b7.974
title: Mislabelers_19

description: - Projector study/interactive study, accurate/inaccurate labelers - Age: 18.00-20.00
DOI: 10.17910/b7.975
title: HappyFace_22

description: - fEMG Puppet Show, Ball - Helping vs. Hindering Paradigm - Age: 22.15-23.15
DOI: 10.17910/b7.976
title: Bullies2_P2

description: - Puppet Show, Recipient of helpful and unhelpful actions influences babies’ social preferences. - Age: 8.15-14.30
DOI: 10.17910/b7.977
title: EndaHill_24

description: - EDA electrodes, Video study, Helpful/Unhelpful - Age: 23.15 - 24.15
DOI: 10.17910/b7.978
title: MB2_

description: - Eye Tracking Study, theory of mind - 18.0 - 26.0
DOI: 10.17910/b7.979
title: PLAYProject_PRINU

description: Videos collected for PLAY project collaboration - 1 hr play - 5 min structured play - home videos - questionnaires
DOI: 10.17910/b7.982
title: PLAYProject_VCOMU

description: Videos collected for PLAY project: -Natural Play -House Walkthrough -Structured Play -Questionnaires
DOI: 10.17910/b7.983
title: Learning Choice Check

description: Would children rather learn by pretending or really doing, and why?
DOI: 10.17910/b7.987
title: Interactive Behavior in Schools (IBIS)

description: Video visualizations of automated observations of preschool classroom activity. Position/orientation of children (students), teachers, and observers via Ubisense RFID data; vocalization detection via first-person audio (LENA) recorders. Video visualizations are four times (4x) normal speed. Children are 2 - 5 years of age. Each data folder contains visualizations of one classroom observed during one school year (e.g., 2019-2020 [1920]). 1. Visualizations from classrooms in which some children have autism spectrum disorder (ASD) are contained in the following data folders: PR_LA_1819, PR_LA_1920, PR_LP_1819, PR_LP_1920, PR_RA_1819, TR_AV_1920, and TR_TU_1920. 1a. Among visualizations of classrooms in which some children have autism spectrum disorder (ASD), PR_LA_1819, PR_LA_1920, PR_LP_1819, PR_LP_1920 are ASD classrooms utilizing a LEAP curriculum. The LEAP classrooms contain (only) children with ASD (blue) and typically developing children (red). 2. Visualizations from classrooms in which some children have hearing loss are contained in the following data folders: DB_LB_1617, DB_LB_1718, and DB_LB_1819. 3. Fasano, et al. (2021) visualizations are contained in PR_LA_1819, PR_LP_1819, PR_RA_1819, TR_AV_1920, and TR_TU_1920.