cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.988
title: Toy play: How children discover and implement the designed action of Duplo bricks

description: Some toys (e.g., popular Lego and Duplo bricks) require specific motor actions to be used as the designers intended (interlocking the bricks). However, little is known about how children learn to discover and implement the designed actions of toys and the perceptual-motor requirements involved in toy play. We encouraged 91 12- to 60-month-old children and 20 adults to play with six Duplo bricks during a single 120 second-trial. Children showed a developmental progression in their perceptual-motor actions. The youngest children displayed non-designed exploratory actions (rotating, fingering, sliding, etc.) on single bricks or futilely attempted to interlock two bricks together. Older children interlocked bricks into flush towers. The oldest children and adults built multiple asymmetric constructions. Non-designed forms of construction (stacking and arranging bricks) were consistent across age. Unsuccessful attempts to interlock were distributed across age (and displayed even by adults) and were the result of breakdowns in perceptual-motor control. Real-time analyses of participants’ moment-to-moment behavior revealed little evidence of learning online because non-obvious object properties (fitting studs on the top of one brick to spaces on the bottom of another) and perceptual-motor requirements (e.g., aligning studs and spaces) impede discovery and implementation of designed actions in the moment. Thus, before children can engage in pretend play or build creative structures, they must overcome the perceptual and biomechanical challenges of interlocking.
DOI: 10.17910/b7.989
title: Containers

description: Containers task
DOI: 10.17910/b7.990
title: Study 213 Alena

description: 213 DL Dolphin Kid Lab
DOI: 10.17910/b7.991
title: Study 245

description: X Representation
DOI: 10.17910/b7.992
title: Study 203 Alena

description: Dolphin in GCS
DOI: 10.17910/b7.993
title: Study 211

description: Dolphin Home Study (Schema Manipulation) -&gt;Training- 197 Session Videos
DOI: 10.17910/b7.994
title: Capping Videos

description: Instructional capping videos
DOI: 10.17910/b7.995
title: HAB & Trust V3

description: HAB & Trust V3 video backups
DOI: 10.17910/b7.996
title: Miami PLAY Project

description: Mulisite PLAY Project, in-home play and interaction videos and questionnaires from 12, 18, 24 month old infants and their mothers.
DOI: 10.17910/b7.997
title: Empty Room DARPA

description: Empty Room DARPA
DOI: 10.17910/b7.998
title: Fiction Preferences 2019

description: What types of books do children prefer? (Research Methods: Child Development class)
DOI: 10.17910/b7.999
title: DisleksiaBelajar - Usability Testing PDM

description: Usability testing pilot study of the mobile app DisleksiaBelajar Venue: FSKTM, UPM Tester: Kaifung Participant: 5 children
DOI: 10.17910/b7.1000
title: Study 254

description: Adult Autobiographical Memory
DOI: 10.17910/b7.1005
title: Multisensory Attention Skills & Communication Foundation Ratings

description: Data for the Following: Parent-Child Interaction Videos at 6 and 12 months MAAP dataset at 6 and 12 months Mullen and MacArthur-Bates Communicative Development Inventory at 18 months
DOI: 10.17910/b7.1006
title: Attention to faces and races in the infant brain

description: EEG and behavioral data and code associated with this recently submitted paper including: 1) spreadsheets of analyzed data 2) Raw EEG data (coming soon, please email lscott@ufl.edu until posted) Other resources associated with this study: 1) Matlab Scripts used for process the EEG data (see Github: https://github.com/bcdlabUF/OtherRaceFPVS) 2) Stimuli: https://nyu.databrary.org/volume/433
DOI: 10.17910/b7.1007
title: Freeviewing gaze behavior in infants, children, and adults

description: Infants and children (6 months to 10 years) watched seven 2-minute videos while their eye movements were recorded. Data were also collected from college-aged adults. This excerpt volume shows the seven stimuli used and exemplar data from the youngest and oldest participants.
DOI: 10.17910/b7.1008
title: PLAYProject_BOSTU

description: motor skills; 12-month olds, 18-month olds, 24-month olds
DOI: 10.17910/b7.1009
title: Study 225

description: Jillian
DOI: 10.17910/b7.1010
title: Study 232

description: Jillian
DOI: 10.17910/b7.1011
title: Look before you fit: The real-time planning cascade in children and adults

description: Goal-directed actions involve problem solving—how to coordinate perception and action to get the job done. Whereas previous work focused on the ages at which children succeed in problem solving, we focused on how children solve motor problems in real time. We used object fitting as a model system to understand how perception and action unfold from moment to moment. Preschoolers (N = 25) and adults (N = 24) inserted three-dimensional objects into their corresponding openings in a ‘‘shape-sorting” box. We applied a new combination of real-time methods to the problem of object fitting—head-mounted eye tracking to record looking behaviors, video microcoding to record adjustments in object orientation between reach and insertion, and real-time analysis techniques (recurrent quantification analysis and Granger causality) to test the timing relations between visual and manual actions. Children, like adults, solved the problem successfully. However, adults outperformed children in terms of their speed of fitting, and speed depended on when adjustments of object orientation occurred. Adults adjusted object orientation during transport, whereas children adjusted object orientation after arriving at the box. Children’s delays in adjustment resulted from delays in looking at the target shape and its corresponding aperture. Findings show that planning is a real-time cascade of perception and action, and looking provides the basis for planning actions prospectively. We suggest that developmental improvements in problem solving are driven by real-time changes in the instigation of the planning cascade and the timing of its components.
DOI: 10.17910/b7.1012
title: Stress sensitization among severely neglected children and protection by social enrichment: Follow-up of a randomized controlled trial

description: SPSS data and syntax used in the primary analysis
DOI: 10.17910/b7.1014
title: Delete

description: Delete
DOI: 10.17910/b7.1015
title: Preschool children develop a norm for empathy-based comforting

description: Video sample procedure, Study "Preschool children develop a norm for empathy-based comforting"
DOI: 10.17910/b7.1016
title: Free Play

description: Free Play
DOI: 10.17910/b7.1017
title: Test 4

description: creating one that doesn't have that "share" icon
DOI: 10.17910/b7.1018
title: Test 5 - entire volume shared but no affiliate access

description: entire volume shared but no affiliate access
DOI: 10.17910/b7.1019
title: Test-Oct-25-2019

description: blah
DOI: 10.17910/b7.1020
title: Developing Environments

description: Infants playing independently and with their caregivers in a lab playroom. Dataset includes infant head camera and 3rd person camera views (.mp4). Some sessions are longitudinal.
DOI: 10.17910/b7.1021
title: Shared_Videos

description: Example videos of testing sessions or stimuli
DOI: 10.17910/b7.1022
title: Nanit Sound Videos

description: Nanit crib monitor videos (with sound)
DOI: 10.17910/b7.1023
title: PLAYProject_CUNYS

description: PLAY project videos and data collected at CSI.
DOI: 10.17910/b7.1025
title: Hiding Game

description: Demographic information about participants Videos of participants
DOI: 10.17910/b7.1026
title: Big Shoes

description: Infants in free-play wearing three different-sized shoes (actual size, one size larger, or two sizes larger).
DOI: 10.17910/b7.1027
title: Study 1 (Hide 3, Reveal 3, Reveal 2) N = 45

description: Hide 3, Reveal 3, Reveal 2
DOI: 10.17910/b7.1028
title: Study 1A (Reveal-Search, Reveal-Look, Hide-Search)

description: Reveal-Search, Reveal-Look, Hide-Search, N = 12
DOI: 10.17910/b7.1029
title: Paleolithic Social Transmission Network Pilot Study

description: Previously inexperienced individuals learning to make simple (Oldowan-like) stone tools over a two hour training session. Two experimental conditions: instructed (participants 1-4, 9-12, 17-20) and uninstructed (5-8, 13-16, 21-24).
DOI: 10.17910/b7.1030
title: Piano

description: Eye tracking piano
DOI: 10.17910/b7.1032
title: TBD

description: TBD
DOI: 10.17910/b7.1033
title: Inferring Competence

description: Description of Dataset Tasks: This data comes from ongoing experiments that examine children’s ability to assess the other people’s competencies at performing tasks. Children were shown a storybook and video on the computer, and asked to assess which of two people were more competent at buildings towers with blocks. Demographic info: 7-8 year-olds, 6 - 7 year olds. File types: .mov (Quicktime) video files, .doc coding manual, .csv coding sheets
DOI: 10.17910/b7.1034
title: ManyBabies4_Videos - Pilot Videos

description: Tasks: ManyBabies 4 social and moral development experimental task. Demographics: Babies under 10.5 months File Types: mp4
DOI: 10.17910/b7.1036
title: Individual data: Effects of body orientation relative to gravity on vection in children and adults

description: Individual data of experiments reported in a submitted paper.
DOI: 10.17910/b7.1037
title: spreadsheet import

description: sssdsd
DOI: 10.17910/b7.1038
title: Buddhist-Informed Mindfulness Practice in Recovery from Bipolar Disorder: Qualitative Study Data and Analyses

description: This qualitative study interviewed 9 individuals with lived experience of recovering from bipolar disorder using Buddhist-informed mindfulness practice. This dataset includes: - 9 interview transcripts (RTF) - 9 notes from verification interviews (RTF) - 8 audio interviews (.mp3) - coding and analysis diagrams (PDF) - code system and phrases (RTF) - blank recruitment and informed consent documents (PDF) - IRB proposal (lays out study design and rationale; PDF) - supporting documentation (.txt or RTF) Uploading the QDA project file (f4analyse .f4 XML) is pending expanded filetype support from Databrary.
DOI: 10.17910/b7.1040
title: MittPupps Visit 5

description: Longitudinal Tool-use Study
DOI: 10.17910/b7.1041
title: NYU Datavyu Workshop (2020-01-21)

description: Datavyu workshop being held at New York University on Tuesday, January 21, 2020.
DOI: 10.17910/b7.1042
title: The impact factor in infant development: Falling like a baby

description: What is the role of errors in infants’ acquisition of basic skills (e.g., walking) that require immense amounts of practice and input to become flexible and generative? We used infant falling as a model system to examine the impact of errors in infant development. We examined the severity of falls from parent reports of infants’ previous fall histories and a large video corpus (N = 563 falls) contributed by 138 13-, 15-, and 19-month-old infants during spontaneous activity in a laboratory playroom. Typical infant falls were low impact events: Only 21% of infants incurred a memorable fall at home, and during free play in the laboratory, infants rarely fussed, caregivers rarely showed signs of concern, and infants were back at play within a few seconds. Fall impact was consistently low across development and in various scenarios, including falling from small elevations. Impact forces were mitigated by infants’ small body size, effective reactive behaviors, and ability to arrest the fall to avoid head and torso impact. Infants showed little evidence that falling impacts learning: They were not deterred from walking, or from interacting with the objects and locations implicated in their falls. We speculate that a system that discounts the impact of errors in early stages of development encourages infants to keep practicing basic skills such as walking to the point of mastery.
DOI: 10.17910/b7.1043
title: When do caregivers begin to view their child as a moral agent? Comparing moral and non-moral reactions to young children’s moral transgressions

description: Representative video stimuli used in the study
DOI: 10.17910/b7.1045
title: TeachLivE Papers

description: Videos of pre-service special education teachers practicing active listening, data interpretation, non-violent communication, and running an IEP meeting with a parent with limited English proficiency.
DOI: 10.17910/b7.1047
title: Question asking tasks in 4-8 year olds

description: Videos from a study looking at a range of children's question asking using three different tasks.
DOI: 10.17910/b7.1048
title: Bullies2_Rep

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: 8.15-14.30
DOI: 10.17910/b7.1051
title: 3 Month Visit (Hill/Ouch3)

description: - Longitudinal Study - Age: 3.0 - 4.0 - Hill paradigm: protagonist tries to climb a hill and one character helps them up while the other character pushes them down the hill - Hill: monitoring looking time when babies are presented with the helper and hinderer character - Ouch: monitoring how baby responds to a researcher injuring themselves
DOI: 10.17910/b7.1052
title: 5 Month Visit - Ball, Goals, Emoji, FreePlay

description: - Longitudinal Study - Ball: examines infants preferences for helper and hinderer characters - Goals: measure looking time when babies watch goal directed actions - Emoji: monitor eye gaze with eye tracker while babies look at adult facial expressions - FreePlay: Infant-Parent interaction in a controlled study room with toys - Age: 5.0 - 7.0
DOI: 10.17910/b7.1053
title: MEL2 Project Year 3

description: These data set includes video, audio, and artifact files from the MEL2 Project Year 3
DOI: 10.17910/b7.1055
title: How does parental language shape the development of children's beliefs about gender?

description: Videos from the gender generics project (2 sessions per child) Code books
DOI: 10.17910/b7.1060
title: Grounding Faultless Disagreement

description: keynote presentation with script presenting disagreements over 7 adjectives, grounded in experience or perspective (within-subjects)
DOI: 10.17910/b7.1061
title: 203 General Folder

description: 203 Dolphin in GCS
DOI: 10.17910/b7.1063
title: Study 22

description: Study 22 - Generalization - Found within 1 Inactive and completed studies folder
DOI: 10.17910/b7.1065
title: Study 236 Videos from Camera Cards

description: Videos for st. 236 that were found on camera cards without labels. -Added by MH
DOI: 10.17910/b7.1066
title: PLAYProject_UCSCR

description: Mother-child play in the home setting
DOI: 10.17910/b7.1067
title: Prediction Mechanisms Pilot

description: Prediction Mechanisms Pilot Videos
DOI: 10.17910/b7.1068
title: Prediction Mechanisms

description: Prediction Mechanisms Videos
DOI: 10.17910/b7.1069
title: Swist Kids

description: Samples from Natalia Velez's Swist Kids study
DOI: 10.17910/b7.1070
title: Children's Academic Orientation Scale

description: Self-report measure of children's academic orientations, including feelings about their teacher and peers, school enjoyment, growth mindset, curiosity, and perceived academic competence (self-efficacy). Items are given for multiple versions, with some subscales not included in some versions. One version has published psychometrics reported for preschool-age children, with these analyses supporting revisions to the subsequent versions. The measure has been administered by trained proctors, one-on-one with children, see preschool article for procedures. Full lists of all items for all versions will be posted. The preschool version of the survey should be cited as: Ruzek, E., Jirout, J., Schenke, K., Vitiello, V., Whittaker, J. V., & Pianta, R. (2020). Measuring PreK Children’s Perceptions of Teachers, Peers, and their Motivation. Early Childhood Research Quarterly 50(2), 55-66. https://doi.org/10.1016/j.ecresq.2018.10.012 Please cite the unpublished versions as: Ruzek, E., Jirout, J., Schenke, K., Vitiello, V., Whittaker, J. V., & Pianta, R. (2020). Children's Academic Orientation Scale. Databrary. Retrieved [date] from http://doi.org/10.17910/b7.1070.
DOI: 10.17910/b7.1071
title: Video Task- Alda Project

description: Videos from the Alda Project Video Task
DOI: 10.17910/b7.1072
title: Study 28

description: Study 28 from inactive and completed studies
DOI: 10.17910/b7.1076
title: Verb learning with special interests

description: -tasks - preferential looking eye tracking & ADOS -including participant video for eye tracking, ADOS video, eye tracking output file
DOI: 10.17910/b7.1077
title: Verb learning using special interest items in children with and without ASD

description: eye tracking - participant videos and output
DOI: 10.17910/b7.1078
title: fh

description: rtyty
DOI: 10.17910/b7.1081
title: Ultradian cycles and learning

description: Deferred imitation and tunnel task
DOI: 10.17910/b7.1082
title: Test volume

description: Test data
DOI: 10.17910/b7.1083
title: R'GOD - Wave 1 - Child & Parent

description: Wave 1 Videos (Child and Parent)
DOI: 10.17910/b7.1084
title: R'GOD - Wave 6 - Child

description: Wave 6 Child Interview Videos
DOI: 10.17910/b7.1086
title: R'GOD - Wave 2 - Child

description: Child Videos for Wave 2
DOI: 10.17910/b7.1087
title: STEM ID

description: Child interview videos
DOI: 10.17910/b7.1088
title: R'GOD - Wave 4 - Child & Parent

description: Child and Parent Interview Videos for Wave 4
DOI: 10.17910/b7.1089
title: STEM XP

description: Child Videos/Audios of STEM XP
DOI: 10.17910/b7.1090
title: R'GOD - Wave 3 - Child

description: Child Wave 3 videos
DOI: 10.17910/b7.1091
title: R'GOD - Wave 5 - Child

description: Child Interview videos for Wave 5
DOI: 10.17910/b7.1092
title: ESBI - Child (Kirsten's Dissertation)

description: Child interviews from Kirsten's dissertation (Explanatory Systems for Biological Illnesses -- ESBI)
DOI: 10.17910/b7.1093
title: MAPStudy - Yeram's Dissertation

description: Task: Activity planning tasks (child alone, mother-child joint planning) Dyads: Korean-American and European-American samples
DOI: 10.17910/b7.1094
title: Study 253

description: Lucy's Masters
DOI: 10.17910/b7.1099
title: Bilingual Handwriting Development

description: bhd data
DOI: 10.17910/b7.1100
title: ESBI - Parent (Kirsten's Dissertation)

description: Parent interviews from Kirsten's dissertation (Explanatory Systems for Biological Illnesses -- ESBI)
DOI: 10.17910/b7.1101
title: Reflection of Exploration

description: Exploration of children's play and learning in children's museum setting.
DOI: 10.17910/b7.1102
title: LENA Data

description: LENA data from NewFAMS
DOI: 10.17910/b7.1103
title: PLAYProject_OHIOS

description: - Video files of one hour natural play, five minutes structured play, house walk-through, and questionnaires - Copies of questionnaires covering the participant’s demographics, language, temperament, and locomotion
DOI: 10.17910/b7.1104
title: Spatial Language Towards a Robot

description: directions given to either a person or a virtual robot ages 4-9 audio clips
DOI: 10.17910/b7.1105
title: test title

description: test description
DOI: 10.17910/b7.1108
title: Children’s Use of Everyday Artifacts: Learning the Hidden Affordance of Zipping

description: The everyday world is populated with artifacts that require specific motor actions to use objects as their designers intended. But researchers know little about how children learn to use everyday artifacts. We encouraged 44 12- to 60-month-old children to unzip a transparent pouch to retrieve a small toy during a single 60-second trial. Although unzipping a pouch may seem simple, it is not. Preliminary kinematic data from 6 adults showed that unzipping requires a set of precise role-differentiated bimanual actions—one hand must stabilize the pouch below the slider while the other hand applies a pulling force on the tab opposite to the first hand and parallel to the direction of the teeth. The tolerance limits for applying the forces are relatively narrow (stabilizing the pouch within 4 cm of the slider while pulling the tab within 63° of the zipper teeth). Children showed an age-related developmental progression for the unzipping action. The youngest children did not display the designed pulling action, older children pulled the tab but applied forces outside the tolerance limits (failed to stabilize the pouch in the correct location, pulled in the wrong direction), and only the oldest children successfully implemented the designed action. Findings highlight the motor requirements in children’s discovery and implementation of the hidden affordances of everyday artifacts.
DOI: 10.17910/b7.1109
title: DELETE THIS VOLUME

description: DELETE THIS VOLUME
DOI: 10.17910/b7.1111
title: Individual data of "Effects of visual information presented by augmented reality on children’s behavior"

description: Individual data of experiments reported in a manuscript "Effects of visual information presented by augmented reality on children’s behavior" (accepted for a publication on Scientific Reports)
DOI: 10.17910/b7.1112
title: A poster presented at European Conference on Visual Perception 2019

description: A poster presented at European Conference on Visual Perception 2019.
DOI: 10.17910/b7.1113
title: Everyday Learning (Reorganized)

description: Reorganization in progress for Everyday Learning structured task and assessment videos.
DOI: 10.17910/b7.1115
title: Visual short‐term memory for overtly attended objects during infancy

description: tasks (gaze replays of eye-tracking tasks) demographic information (excel sheets of data) filetypes (excel files and video files)
DOI: 10.17910/b7.1116
title: Real-time Assembly of Coordination Patterns in Infants

description: Flexibility and generativity are fundamental aspects of functional behavior that begin in infancy and improve with experience. How do infants learn to tailor their real-time solutions to variations in local conditions? On a nativist view, the developmental process begins with innate prescribed solutions and experience elaborates on those solutions to suit variations in the body and the environment.On an emergentist view, infants begin by generating a variety of strategies indiscriminately and experience teaches them to select solutions tailored to the current relations between their body and the environment. To disentangle these accounts, we observed coordination patterns in 11-month-old pre-walking infants with a range of cruising (moving sideways in an upright posture while holding onto a support) and crawling experience as they cruised over variable distances between two handrails they held for support. We identified infants’ coordination patterns using a novel combination of computer-vision, machine-learning, and time-series analyses. As predicted by the emergentist view, the least experienced infants generated multiple coordination patterns inconsistently regardless of body size and handrail distance, whereas the most experienced infants tailored their coordination patterns to body-environment relations and switched solutions only when necessary. Moreover, the beneficial effects of experience were specific to cruising and not crawling, although both skills involve anti-phase coordination among the four limbs. Thus, findings support an emergentist view and suggest that everyday experience with the target skill may promote “learning to learn,” where infants learn to assemble the appropriate solution for new problems on the fly.
DOI: 10.17910/b7.1117
title: ESBI - Colombia - Child (Kirsten's Dissertation)

description: Child interviews from Kirsten's dissertation (Explanatory Systems for Biological Illnesses -- ESBI) in Colombia