cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.1118
title: Infant exuberant object play at home: Immense amounts of time-distributed, variable practice

description: Subset of data drawn from parent volume (https://nyu.databrary.org/volume/563) of 13-month-old crawling infants and 13-, 18-, 23-month-old walking infants during natural activity in the home with caregivers. Object play yields enormous benefits for infant development. However, little is known about natural play at home where most object interactions occur. We conducted frame-by-frame video analyses of spontaneous activity in two 2-hour home visits with 13-month-old crawling infants and 13-, 18-, and 23-month-old walking infants (N=40; 21 boys; 75% White). Regardless of age, for every infant and time scale, across 10,015 object bouts, object interactions were short (median=9.8s) and varied (transitions among dozens of toys and non-toys) but consumed most of infants’ time. We suggest that infant exuberant object play—immense amounts of brief, time-distributed, variable interactions with objects—may be conducive to learning object properties and functions, motor skill acquisition, and growth in cognitive, social and language domains.
DOI: 10.17910/b7.1119
title: ESBI – Colombia - Parent (Kirsten's Dissertation)

description: Parent interviews from Kirsten's dissertation (Explanatory Systems for Biological Illnesses -- ESBI) in Colombia
DOI: 10.17910/b7.1120
title: BehAV.ai: Computer vision and developmental science

description: This project applies computer vision techniques to basic questions in developmental science.
DOI: 10.17910/b7.1121
title: Observing Pretend Behaviors

description: Brittany's observations of naturalistic pretend play behaviors in preschool children
DOI: 10.17910/b7.1122
title: Content Analysis

description: Training materials for the content analysis representation project
DOI: 10.17910/b7.1124
title: IOWA Videos

description: These are final versions of our IOWA videos
DOI: 10.17910/b7.1125
title: VWM

description: Final infant VWM videos
DOI: 10.17910/b7.1126
title: SOVVIHP (Sarah Panameno Honor Thesis)

description: Sarah Panameno Honor Thesis on Hispanic Parents' Views on Vaccine Hesitancy
DOI: 10.17910/b7.1127
title: SLL_Online_Testing

description: Online Testing Examples
DOI: 10.17910/b7.1128
title: Parents Fine-tune their Speech to Children's Vocabulary Knowledge

description: The data in this volume were collected during in-lab experiment sessions, for a study investigating parent-child interaction in a referential communication setting. The task involved parent-child pairs playing an iPad game, where parents verbally guided their children to select a target animal from a set of three. Children were aged 2 to 2.5 years old, and recruited from a database of families from the Chicago area, or approached on the floor of a nearby science museum. All children were monolingual (speaks/hears English more than 90% of the time). This volume includes videos recorded during the experiments sessions (in .mov format). De-identified transcripts and analysis code can be found on Github: https://github.com/ashleychuikay/animalgame. (Note: the participant ID's on Databrary match the subject ID's used in analysis code on Github.)
DOI: 10.17910/b7.1129
title: Preschool Dance Study (3-6 years)

description: 3-6 year olds dancing to 4 x 1-minute songs
DOI: 10.17910/b7.1130
title: Study 255

description: St. 255 Longitudinal - Learning As We Grow
DOI: 10.17910/b7.1131
title: Developmental changes in natural scene viewing in infancy

description: Video data for Pomaranski, K.I., Hayes, T.R., Kwon, M-K, Henderson, J.M., & Oakes, L.M. (in press) "Developmental changes in natural scene viewing in infancy." Developmental Psychology
DOI: 10.17910/b7.1132
title: delete

description: test out spreadsheet upload
DOI: 10.17910/b7.1133
title: Transfer of spatial relations from 2D-3D with varied relational language

description: Video recordings of 3-3.5 year old children completing a touchscreen task involving spatial relations and varied relational language. Task includes both a 2D-2D test and a 2D-3D test.
DOI: 10.17910/b7.1134
title: MSR Long

description: MSR long datavyu
DOI: 10.17910/b7.1135
title: Concert Hall Acoustics - Spatial Room Impulse Responses & Subjective Attributes

description: -Subjective listening test questions -Spatial room impulse response (SRIR) of several American and European concert halls -Directivity filters for representation of musical instruments through a 20-ch compact spherical loudspeaker array (CSLA)
DOI: 10.17910/b7.1136
title: Discovery and Learning through Play at Home

description: Video excerpts of infants during natural, everyday play at home. Linked to blog post, "Discovery and Learning through Play at Home," for the Institute for Human Development and Social Change at New York University.
DOI: 10.17910/b7.1137
title: Jayaraman Test

description: Test
DOI: 10.17910/b7.1138
title: MEL2 Teacher Ed Interviews Summer 2020

description: Interviews with teacher participants during Summer 2020
DOI: 10.17910/b7.1139
title: test

description: test test test
DOI: 10.17910/b7.1140
title: Pandemic Qualitative Study

description: - Audio from parent interviews - Tabular data describing participant, child, and family (if possible!)
DOI: 10.17910/b7.1141
title: Toddler Dance Study (1.5-3 years)

description: Toddler moving to 1-minute song clips
DOI: 10.17910/b7.1144
title: Mothers talk about infants’ actions: Verbs correspond to infants’ real-time behavior

description: Subset of data drawn from parent volume (https://nyu.databrary.org/volume/563) of 13-month-old crawling infants and 13-, 18-, 23-month-old walking infants during natural activity in the home with caregivers. Infants learn nouns during object-naming events—moments when caregivers name the object of infants’ play (e.g., “ball” as infant holds a ball). Do caregivers also label the actions of infants’ play (e.g., “roll” as infant rolls a ball)? We investigated connections between mothers’ verb inputs and infants’ actions. We video-recorded 32 infant-mother dyads for two hours at home (16 13-month-olds, 16 18-month-olds; 16 girls; 23 White, 2 Asian, 1 Black, 1 other, and 5 multiple races; 2 Hispanic/Latine). Dyads were predominantly from middle- to upper-class households. We identified each manual verb (e.g., press, shake) and whole-body verb (e.g., bring, go) that mothers directed to infants. We coded whether infants displayed manual and/or whole-body actions during a 6-second window surrounding the verb (i.e., 3 seconds prior and 3 seconds after the named verb). Mothers’ verbs and infant actions were largely congruent: Whole-body verbs co-occurred with whole-body actions, and manual verbs co-occurred with manual actions. Moreover, half of mothers’ verbs corresponded precisely to infants’ concurrent action (e.g., infant pressed button as mother said “press the button”). In most instances, mothers commented on rather than instigated infants’ actions. Findings suggest that verb learning is embodied, such that infants’ own motor actions offer powerful cues to verb meanings. Furthermore, our approach highlights the value of cross-domain research integrating infants’ developing motor and language skills to understand word learning.
DOI: 10.17910/b7.1146
title: Face off: Pitting face detection algorithms against one another

description: This project evaluates the accuracy of three standard open source face detection algorithms and compares the results to ground truth as determined by a human observer.
DOI: 10.17910/b7.1147
title: Coordination of eyes and head in outdoor walking and search

description: Adults and children walked along a walkway in a college campus and completed a search and retrieval task in a large courtyard to study how eye and head movements are coordinated across different tasks.
DOI: 10.17910/b7.1148
title: Gait trials for Leah

description: Example videos of gait trials from WalkTalk study
DOI: 10.17910/b7.1149
title: PLAY GOLD test

description: Test volume for PLAY GOLD (all 4 passes - gold standard)
DOI: 10.17910/b7.1150
title: PLAY SILVER test

description: Test volume for PLAY SILVER (at least 1 of 4 passes - silver standard)
DOI: 10.17910/b7.1151
title: Online Inferring Competence

description: Inferring Competence participants run online
DOI: 10.17910/b7.1152
title: Intentional action processing across the transition to crawling: Does the experience of self-locomotion impact infants' understanding of intentional actions?

description: Motor developmental milestones in infancy, such as the transition to self-locomotion, have cascading implications for infants’ social and cognitive development. The current studies aimed to add to this literature by exploring whether and how crawling experience impacts a key social-cognitive milestone achieved in infancy: the development of intentional action understanding. Study 1 used a cross-sectional, age-held-constant design to examine whether locomotor (n = 36) and prelocomotor (n = 36) infants differ in their ability to process a failed intentional reaching action. Study 2 (n = 124) further probed this question by assessing how variability in locomotor infants’ experience maps onto variability in their failed intentional action understanding. Both studies also assessed infants’ tendency to engage in triadic interactions to shed light on whether self-locomotion impacts intentional action understanding directly or indirectly via changes in infants’ interactions with social partners. Altogether, results showed no evidence for the role of self-locomotion in the development of intentional action understanding. Locomotor and prelocomotor infants did not differ in their failed action understanding or levels of triadic engagement (Study 1) and individual differences in days of crawling experience, propensity to crawl during play, and maximum crawling speed failed to predict infants’ intentional action understanding or triadic engagement (Study 2). Explanations for these null findings and alternative influences on the development of intentional action understanding are considered. This volume includes video examples of the procedures used in Brandone, Stout, & Moty (in press). Includes free play interaction with caregiver, triadic interaction task, and locomotor speed task.
DOI: 10.17910/b7.1153
title: Curiosity and Character Development Measures

description: We will be posting in-development and published measures of children's curiosity and related intellectual character virtues. Our measures and codebook will be updated regularly, and questions related to the measures and protocols can be emailed to Peppy Winchel, rpw2p@virginia.edu. We will eventually post de-identified data from the measures from a longitudinal study with second- to third-grade children. Data collection to test the measures and collect data to assess their reliability and validity is currently underway using online protocols. We welcome any inquiries related to collaborating in these efforts, which can be sent to jirout@virginia.edu. The materials here were made possible through the support of a grant from the John Templeton Foundation. The opinions expressed in this work are those of the author and do not necessarily reflect the views of the John Templeton Foundation.
DOI: 10.17910/b7.1158
title: NYU-Langone Sunset Park Parent Outreach Videos and Workshops

description: Scripts for video clips for parents Video clips to disseminate to parents Webinars and workshops for parents
DOI: 10.17910/b7.1159
title: Does It Matter How We Speak About Social Kinds? A Large, Pre-Registered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs

description: This volume will include video webcam data of children completing the experiment from their home computers.
DOI: 10.17910/b7.1162
title: Study 257

description: Longitudinal
DOI: 10.17910/b7.1163
title: ELP Puppet coding manual

description: This will include videos of the puppet task compiled for reliability training. Children are aged between 6 and 18 months. This dataset will be shared with other research groups who are going to use this task.
DOI: 10.17910/b7.1164
title: Cognitive flexiblity data sharing

description: This volume includes data collected for NSF BCS-1551719 From memory flexibility to cognitive flexibility: Examining precursors to bilingual advantages during early childhood. This volume includes a series of videos using different cognitive tasks for children from 18 mo to 5 years of age.
DOI: 10.17910/b7.1165
title: Cognitive flexiblity data sharing 2

description: NSF BSC 1941434. Project Title: Precursors to perspective taking: Examining monolingual and bilingual infants' attention to social cues. This volume includes video records of 6 to 18-month-old infants participating in this study.
DOI: 10.17910/b7.1166
title: Grandparenting in the Digital age during COVID-19--videochat

description: This includes videochat recordings between grandparents and their grandchildren born in 2020 during the COVID-19 pandemic.
DOI: 10.17910/b7.1168
title: DLL-ES Inventories

description: Multiple versions of the Dual Language Learners English-Spanish (DLL-ES) Short and Extended Inventories. DLL-ES Short and Extended Inventories are based on the article "Comparing apples to manzanas and oranges to naranjas: A new measure of English-Spanish vocabulary in dual language learners" (in prep)*. DLL-ES Short and Extended Inventories are meant for use with the MacArthur-Bates Communicative Development Inventories to enhance current approaches to caregiver-report of DLL language Folder 1: Printable PDF versions of DLL-ES Inventories for pen-and-paper administration. Folder 2: XLS versions of DLL-ES Inventories to be uploaded to KoBoToolBox for electronic administration. Folder 3: Printable PDF versions of the list of words that appear on the MCDI English and Spanish Long Forms which were excluded from DLL-ES Inventories. Summary: One in four children in the United States is Hispanic, creating a pressing need to gather valid data on early language development in English-Spanish dual language learners (DLLs). We created the caregiver-report Dual Language Learners English-Spanish (DLL-ES) Inventories to address gaps in measurement of English-Spanish vocabularies in DLLs. The DLL-ES Inventories extend the widely used MacArthur-Bates Communicative Development Inventories (MCDI) in ways that enhance current approaches to caregiver-report of DLL language. The DLL-ES Inventories (1) provide matched word lists that can supplement MCDI short forms; (2) offer extensive word lists that draw from but reduce the burden to caregivers of MCDI long forms; and (3) include multiple options for words to include different Spanish dialects. Use of the DLL-ES Inventories allows item-by-item analyses of infants’ vocabularies in English and Spanish, while retaining the ability to generate standardized scores.
DOI: 10.17910/b7.1170
title: The Child Affective Facial Expression Set Short Versions (CAFE-Ss): Development and Validation of Two Subsets of Children's Emotional Faces with Variability

description: Emotion recognition plays an important role in children’s socio-emotional development. Research on children’s emotion recognition has heavily relied on stimulus sets of photos of adults posed stereotyped facial configurations. The Child Affective Facial Expression set (CAFE) is a relatively new stimulus set that provides researchers with photographs of a diverse group of children’s facial configurations in seven emotional categories—angry, sad, happy, fearful, disgusted, surprised, and neutral. However, the large size of the full CAFE set makes it less ideal for research in children. Here, we introduce two subsets of CAFE with 140 photographs of children’s facial configurations in each set, diverse in the race and ethnicity of the models, and designed to produce variability in naïve observers. The subsets have been validated with 1000 adult participants.
DOI: 10.17910/b7.1171
title: Automated Video Interview Personality Assessments: Reliability, Validity, and Generalizability Investigations

description: The videos contained herein are from Sample 3 of the study with the same title. A subset of participants gave us permission to share their recorded video interview responses on Databrary. 110 Participants.
DOI: 10.17910/b7.1172
title: Eyelink training video

description: eyelink video with Blaire
DOI: 10.17910/b7.1173
title: Predictors of gender differences in parent-child play styles

description: This study involves parents and children playing together using the three-boxes procedure.
DOI: 10.17910/b7.1174
title: TEA 0 a 3

description: Conjunto de videos naturalísticos de niños y niñas de 0 a 3 años para un estudio descriptivo con un diseño mixto, retrospectivo y comparativo de niños niños diagnosticados con TEA y con desarrollo típico.
DOI: 10.17910/b7.1175
title: Cascades in action: How the transition to walking shapes caregiver communication during everyday interactions

description: New motor skills supply infants with new possibilities for action and have consequences for development in unexpected places. For example, the transition from crawling to walking is accompanied by gains in other abilities—better ways to move, see the world, and engage in social interactions (e.g., Adolph & Tamis-LeMonda, 2014). Do the developmental changes associated with walking extend to the communicative behaviors of caregivers? Thirty infants (14 boys, 16 girls; 93% White, not Hispanic or Latino) and their caregivers (84% held a college degree or higher) were observed during everyday activities at home during the two-month window surrounding the onset of walking (M infant age = 11.98 months, range = 8.74-14.86). Using a cross-domain coding system, we tracked change in the rates of co-occurrence between infants’ locomotor actions and caregivers’ concurrent language and gesture input. We examined these relations on two timescales—across developmental time, as infants transitioned from crawling to walking, and in real time based on moment-to-moment differences in infant posture. A consistent pattern of results emerged: compared to crawling, bouts of infant walking were more likely to co-occur with caregiver language and gestures that either requested or described movement or provided information about objects. An effect of infants’ real-time behavior was also discovered, such that infants were more likely to hear language from their caregivers when they moved while upright compared to prone. Taken together, findings suggest that the emergence of walking reorganizes the infant-caregiver dyad and sets in motion a developmental cascade that shapes the communication caregivers provide.
DOI: 10.17910/b7.1176
title: Perceptions of behavior

description: 4-7 year old children are presented with Powerpoint slides illustrating six scenarios. In each scenario, 3 characters behave in a typical manner, and the 4th does something different. After each scenario, participants are asked a series of questions about the behaviors and characters. File types: m4a, m3u, mp4
DOI: 10.17910/b7.1178
title: Joint Engagement in the Home Environment is Frequent, Multi-modal, Timely, and Structured

description: Subset of data drawn from parent volume (https://nyu.databrary.org/volume/563) of 13-month-old crawling infants and 13-, 18-, 23-month-old walking infants during natural activity in the home with caregivers. Infants develop in a social context, surrounded by knowledgeable caregivers who scaffold learning through shared engagement with objects. However, researchers have typically examined joint engagement in structured tasks, where caregivers sit near infants and display frequent, prompt, and multimodal behaviors around the objects of infant action. Which features of joint engagement generalize to the real-world? Despite the importance of joint engagement for infant learning, the critical assumption that joint engagement occurs in everyday interactions remains unexamined. We investigated behavioral and temporal features of joint engagement in the home environment, where objects for play abound and dyad proximity fluctuates. Infant manual actions, mother manual and verbal behaviors, and dyad proximity were coded frame-by-frame from 2-hour naturalistic recordings of 13-to-23-month-old infants and their mothers (N=38). Infants experienced rich, highly structured, multimodal mother input around the objects of their action. Specifically, joint engagement occurred within seconds of infant action and was amplified in the context of interpersonal proximity. Findings validate lab-based research on characteristics of joint engagement while highlighting unique properties around the role of mother-infant proximity and temporal structuring of spontaneous caregiver input over extended time frames. Implications for the social contexts that support infant learning and development are discussed. Available under materials are coding manuals for transcription and infant object play coding developed as part of the Play & Learning Across a Year project (http://www.play-project.org; http://doi.org/10.17910/b7.876)
DOI: 10.17910/b7.1180
title: Children rationally adjust cognitive effort based on task difficulty and reward probability

description: Tasks: children played computerized counting games Demographics: 4~5 year old English speaking children participating online Files: mp4 files
DOI: 10.17910/b7.1181
title: Children’s Exposure to Spatial Language Promotes Their Spatial Thinking

description: - 5 play sessions - 4 year olds assigned to "play-only" or "spatial language and play" condition
DOI: 10.17910/b7.1183
title: Children’s Gesture use Provides Insight into Proportional Reasoning Strategies

description: Children were asked to gesture about three fourths with shapes visible in front of them. Their gestures were coded as being Discrete, Continuous, or Combined. This volume includes examples of typical children's gestures produced on this task.
DOI: 10.17910/b7.1184
title: NewFAMS Attention Protocol: Turkey

description: This is an internal data sharing protocol to facilitate cross-national collaboration.
DOI: 10.17910/b7.1185
title: Individual differences in learning: Crawling and walking into a foam pit

description: We observed 21 experienced crawlers longitudinally every three weeks from 10.5 months to 15 months of age, during which all but one infant turned to walkers in a total of 7 sessions. In each session, we encouraged infants to crawl or walk over a walkway that was either solid or has a deformable foam pit in the middle on multiple, back-to back trials.
DOI: 10.17910/b7.1186
title: Detroit Creativity Project

description: Videos, scales, and other materials from the Detroit Creativity Project
DOI: 10.17910/b7.1187
title: Data from Infant Perception of Causal Motion study

description: looking times for infants 7-18 months to visual stimuli depicting causal or non-causal events
DOI: 10.17910/b7.1188
title: Dance, Emotion, and Cognition

description: Audio files and interview transcripts of interviews with professional dancers, dance teachers, and choreographers on different facets of emotion use in dance.
DOI: 10.17910/b7.1189
title: Study 262 Jelena's Honors

description: videos of parent/child dyads engaging with three different online learning webpages
DOI: 10.17910/b7.1191
title: Toddler numerical matching online study

description: Toddler number matching study. 2-3 years.
DOI: 10.17910/b7.1193
title: Study 29

description: Sutdy 29 from the server
DOI: 10.17910/b7.1194
title: STEADY-A1

description: Task videos from A1
DOI: 10.17910/b7.1195
title: Study 105

description: Study 105 from the server
DOI: 10.17910/b7.1196
title: Infants' Attention Skills

description: The dataset includes 79 video observations of 4-month-olds during a A-not B task.
DOI: 10.17910/b7.1197
title: Team IPOV

description: Team IPOV Data
DOI: 10.17910/b7.1198
title: Study 113

description: Study 113
DOI: 10.17910/b7.1199
title: Study 122

description: Kindergarten
DOI: 10.17910/b7.1200
title: Study 147

description: IBAM
DOI: 10.17910/b7.1201
title: Study 148

description: fMRI kids collab w Hamann lab
DOI: 10.17910/b7.1202
title: Study 149

description: Eyetracker 16 & 20mth