cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.1309
title: Denver Pain Authenticity Stimulus Set

description: Lloyd, Summers, Gunderson, Weesner, ten Brinke, Hugenberg, & McConnell (in prep) created the Pain Authenticity Stimulus Set (PASS) for research purposes. The PASS is a free resource containing videos (.mp4 files) of Black and White targets, female and male, exhibiting both real and fake pain expressions. Participants' facial expressions were recorded first as they faked their pain expression prior to pain exposure, second as they experienced pressure on their fifth metacarpal with a pressure algometer (real pain), and third as they faked their pain expression after experiencing pain. Thus, each target generated three different videos (i.e., fake pain 1; real pain; fake pain 2). This database is accompanied by an excel codebook which includes data pertinent to the videos and targets included in the database.
DOI: 10.17910/b7.1310
title: Adolescent Degu Repeat Reunion

description: Study examines how adolescent 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/b7.1311
title: Videos of sleep-related behavior in infant rats

description: This volume comprises a collection of videos associated with published papers from the Blumberg lab, primarily in infant rats. Some of the videos are behavioral only and others show behavior along with electrophysiological recordings. The primary behavior of interest in myoclonic twitching during REM (active) sleep.
DOI: 10.17910/b7.1312
title: Flexibility in Action: Development of Locomotion Under Overhead Barriers

description: Behavioral flexibility—the ability to tailor motor actions to changing body-environment relations—is critical for functional movement. Navigating the everyday environment requires the ability to generate a wide repertoire of actions, select the appropriate action for the current situation, and implement it quickly and accurately. We used a new, adjustable barrier paradigm to assess flexibility of motor actions in 20 17-month-old (8 girls) and 14 13-month-old (7 girls) walking infants, and a comparative sample of 14 adults (8 women). Most participants were white, non-Hispanic, and middle class. Participants navigated under barriers normalized to their standing height (overhead, eye-, chest-, hip-, and knee-heights). Decreases in barrier height required lower postures for passage. Every participant altered their initial walking posture according to barrier height for every trial, and all but 2 13-month-olds found solutions for passage. Compared to infants, adults displayed a wider variety of strategies (squat-walking, half-kneeling, etc.), found more appropriate solutions based on barrier height (ducked at eye-height and low-crawled at knee-height), and implemented their solutions quickly (within 4 seconds) and accurately (without bumping their heads against the barrier). Infants frequently crawled even when the barrier height did not warrant a low posture, displayed multiple postural shifts prior to passage and thus took longer to go, and often bumped their heads. Infants’ improvements were more related to age than to walking experience. Thus, development of flexibility likely involves the contributions of multiple domains—motor, perception, and cognition—that facilitate strategy selection and implementation.
DOI: 10.17910/b7.1313
title: Perceptions - Gaze Aversion

description: Six- to seven-year-old children were interviewed over Zoom about their perceptions of eye gaze & gaze aversion. They answered a series of forced-choice questions about vignette characters whose gaze was directed towards the teacher or away while a teacher was talking. They also answered a series of open-ended questions addressing their normative beliefs about eye gaze aversion.
DOI: 10.17910/b7.1314
title: When do children avoid infection risks: Lessons for schools during the COVID-19 pandemic

description: Raw data
DOI: 10.17910/b7.1315
title: Learning about Germs in a Global Pandemic: Children’s Knowledge and Avoidance of Contagious Illness Before and After COVID-19

description: Data
DOI: 10.17910/b7.1316
title: May I Grab Your Attention - A Lookit Study

description: As babies reach new motor milestones, they gain access to new information about the objects around them. Babies who sit up can pick up objects and look at them from many angles, and babies who crawl can see an object in the distance and move their bodies to those objects. How do these changes influence what objects babies prefer? In this study, we determine if babies are drawn to look at different objects before and after motor milestones. We use unfamiliar objects rather than familiar ones because we want to focus on how babies learn about new objects. This research will help us understand how babies learn about the world, and how their motor development influences what they learn. During the study, each baby sees pairs of objects, with short, 3-second video clips in between to keep his or her attention. In each pair, one object is on the left side of the screen and one is on the right so that we can clearly see which one your baby prefers. We also asked guardians a few questions about the baby's motor development. This study session took about 15 minutes in total.
DOI: 10.17910/b7.1317
title: Individual data for a manuscript 'Developmental change in gaze patterns in response to radial optic flow in 1- to 12-year-old children' (submitted)

description: Individual data for a manuscript 'Developmental change in gaze patterns in response to radial optic flow in 1- to 12-year-old children' (submitted)
DOI: 10.17910/b7.1318
title: Baby Tetris

description: Participant videos
DOI: 10.17910/b7.1320
title: Initial goals, goal trajectories, and changes in perceived resolvability during serial arguments

description: - Tasks: Couples' conflict discussions about a recurring argument - Demographics: College students in romantic relationships
DOI: 10.17910/b7.1321
title: Everyday interactions support toddlers’ learning of conventional actions on artifacts

description: This study examined how toddlers learned to perform conventional actions on artifacts. Actions were novel assembly actions performed on toys. 32 22-26-month-olds were taught by a primary caregiver to perform the actions in whatever way felt natural to caregivers. Toddlers were then tested on their action learning by an experimenter blind to the toys children had been taught. Children were also tested on untaught control toys. Videos of sessions show teaching and test for each child. During the teaching phase, caregivers taught one toy from each toy category: Puzzle, Block, and Routine. During the test phase, children were tested on their ability to perform actions they had been taught by caregivers as well as action performance on untaught, control toys. Control toys consisted of matched, untaught Puzzle, Block, and Routine toys. At test, performance on the taught toys reflected learning from caregiver instruction. Performance on control toys reflected children's ability to discover target actions without instruction and their toy construction propensity. The coding manual was used to code teaching and the test. Teaching was coded for caregiver and child contributions to the teaching session that were hypothesized to relate to learning. Test was coded for children's action accuracy in performing the taught actions, and ability to spontaneously perform untaught actions on control toys.
DOI: 10.17910/b7.1322
title: Moving language: Mothers’ verbs correspond to infants’ real-time locomotion

description: How do infants learn language? Infants can only learn the words that they hear. We tested whether infants’ actions affect the words that caregivers say—specifically whether infant locomotion influences caregivers’ language about locomotion. Compared to crawling infants, walkers travel greater distances (Adolph, et al, 2012). Does enhanced locomotion in walkers influence the verbs that caregivers say? We hypothesized that walking creates new opportunities for verb learning. To disentangle locomotor ability from age, we observed same-aged crawlers and walkers (16 13-month-old crawlers and 16 13-month-old walkers) and an older group of walkers (16 18-month-olds) during two hours of activity at home. Mothers’ language was transcribed verbatim. We then identified each “locomotor verb” (e.g., “come,” “bring”) that mothers said, and each bout of infant crawling and walking. Walkers’ enhanced locomotion indeed opened new opportunities for verb learning. Although mothers’ language overall was more frequent to older compared to younger infants, their locomotor verbs were more frequent to walkers than to crawlers. Preliminary findings show that caregivers directed more utterances to 18-month-olds (M = 2,006.00, SD = 579.02) compared to 13-month-old crawlers (M = 1,553.75, SD = 728.42) and walkers (M = 1,363.50, SD = 619.29), F (2, 31) = 3.23, p = .052. Notably, caregivers directed twice as many locomotor verbs to 13- and 18-month-old walkers (M = 53.13, SD = 15.40; M = 53.00, SD = 25.14, respectively) compared with 13-month-old crawlers (M = 25.25, SD = 12.87), F (2, 31) = 5.46, p = .01. Moreover, mothers’ locomotor verbs were related to infants’ moment-to-moment locomotion: Infants who moved more frequently received more locomotor verbs compared to infants who moved less, r(26) = .42, p = .035. Findings indicate that locomotor development leads to more advanced forms of infant activity, which consequently prompts caregivers to use more advanced language.
DOI: 10.17910/b7.1323
title: Study 263

description: Pre-testing with children and stembook follow-up
DOI: 10.17910/b7.1326
title: Testing for word comprehension in six-month-olds and nine-month-olds using mealtime words

description: Routine caregiving activities provide frames for infant development. Mealtimes are one set of routine activities that undergo marked changes during the transitional time for early developing word comprehension. We tested if six- and nine-month-olds show comprehension of words for mealtime objects and actions (cup, spoon, eat, drink) using a preferential looking procedure. We also collected parent report measures of infant communication development (MacArthur-Bates CDI) and a parent self-report of word use. The preferential looking results failed to show comprehension; instead six-month-olds showed a strong preference for the drinking from a cup video, but the nine-month-olds did not. Results from the parent questionnaires are consistent with the post hoc interpretation that the drinking from a cup video presented a more novel event for the six-month-olds compared to the nine-month-olds. This study highlights the importance of parent-infant routines as shared, developing experiences that contribute to word comprehension development.
DOI: 10.17910/b7.1328
title: Toddler’s conventional action learning and memory from active and observational instruction

description: Videos of 46 22-26-month-olds in a study of conventional action learning. Each session has the following phases: (1) Caregiver Teaching, (2) Experimenter Teaching: Warm-Up followed by Active and Observed instruction (order counterbalanced across children), (3) Test, (4) Problem-Solving (Bayley Scales of Infant and Toddler Development: Cognition subscale; Bayley, 2006).
DOI: 10.17910/b7.1331
title: MEL2 Project Year 4

description: The purpose of our project is to promote students' scientific thinking when confronted with controversial and/or complex Earth and space science topics. We do this by using an instructional scaffold called the model-evidence link (MEL) diagram. We are currently adapting this scaffold to enable students to build their own MEL diagram, which we call the build-a-MEL (baMEL). Topics for MEL and baMEL activities include: climate change, earthquakes and fracking, wetlands use, formation of the moon, extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe. As part of our project, we are collecting video and audio data of teachers and students use of these materials in classroom settings.
DOI: 10.17910/b7.1332
title: MEL2 Project Year 5

description: The purpose of our project is to promote students' scientific thinking when confronted with controversial and/or complex Earth and space science topics. We do this by using an instructional scaffold called the model-evidence link (MEL) diagram. We are currently adapting this scaffold to enable students to build their own MEL diagram, which we call the build-a-MEL (baMEL). Topics for MEL and baMEL activities include: climate change, earthquakes and fracking, wetlands use, formation of the moon, extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe. As part of our project, we are collecting video and audio data of teachers and students use of these materials in classroom settings.
DOI: 10.17910/b7.1333
title: Carcea et al., 2021

description: Videos for Carcea et al. submission.
DOI: 10.17910/b7.1334
title: Natural Variability in Parent-Child Puzzle Play at Home

description: Contains data from the paper
DOI: 10.17910/b7.1335
title: CHUNKS

description: The CHUNKS study is being hosted on the Lookit platform.
DOI: 10.17910/b7.1337
title: Character Survey and Uncertainty Exploration

description: Data from children (2nd-3rd grade) on a character survey measuring curiosity, creativity, open-mindedness, academic courage, and critical thinking, and an exploration task with choices of varying levels of uncertainty and possible information gain.
DOI: 10.17910/b7.1338
title: GU CAFE dataset to share with OL

description: Data collected at GU to be shared with open lattice as shared data to be integrated into Openlattice shared dataset
DOI: 10.17910/b7.1339
title: TikTok Facial Emotion Recognition dataset

description: Task: Emotion challenge on TikTok. Files: Original videos (.mp4), frames (.jpg) extracted from these videos as well as tables (.csv) corresponding to ratings of these frames.
DOI: 10.17910/b7.1340
title: TikTok Facial Emotion Recognition dataset

description: Test
DOI: 10.17910/b7.1341
title: The role of skin color in six-month-olds' comprehension of words for parts of the body

description: Infants viewed six sets of hand and feet stimuli from unfamiliar adults who varied in age, sex, and skin pigmentation while being tested with repetitions of the spoken words “hand” and “feet”. If infants have some ability for extending known labels to novel exemplars, then, when a spoken label is presented, they should look longer at the matching video than at the video that does not match, across all the stimuli sets. If infants’ comprehension ability is limited, then they will show no difference in their looking times to the matching and nonmatching videos, or they might only show a matching response for certain stimuli sets. Data was collected with the preferential looking procedure and parent report questionnaires.
DOI: 10.17910/b7.1342
title: Hysteresis storybook

description: hysteresis and a choose-your-own-adventure storybook
DOI: 10.17910/b7.1343
title: See Numbers 1.0 csv files

description: coded looking time video files for See Numbers 1.0
DOI: 10.17910/b7.1344
title: See Numbers 2.0 coded csv files

description: coded csv files for See Numbers 2.0
DOI: 10.17910/b7.1345
title: What's Counting 1.0 csv files

description: coded csv files for What's counting for babies
DOI: 10.17910/b7.1346
title: What's counting 2.0 csv files

description: coded csv files for what's counting 2.0
DOI: 10.17910/b7.1347
title: Which will Kelly choose csv files

description: coded csv files for Which amount will kelly choose
DOI: 10.17910/b7.1348
title: Archive - excluded and extra infant sessions collected in Pennsylvania 2009-2016

description: This volume archives videos of data collection sessions from 2009-2016 from unpublished studies. These sessions were primarily preferential looking studies with infants between 5-20 months. The videos are labeled for the study, participant, and test date.
DOI: 10.17910/b7.1349
title: Parent-toddler interactions during motor play: Implications for developing verb comprehension

description: As toddlers increase their word comprehension they also make rapid gains in motor abilities. These motor abilities provide new opportunities for exploring the environment, and possibly, provide new topics of conversation. We examined how parents interact with their 13- to 15-month olds while they engage in three types of motor actions – Body Only (e.g., walk), Whole Body with Object (e.g., ride), and Manual with Object (e.g., throw). We used structured observations with age-appropriate toys in a family-friendly laboratory setting.
DOI: 10.17910/b7.1350
title: Behavioral Avoidance of Contagious and Non-Contagious Adults

description: Data and stimuli
DOI: 10.17910/b7.1351
title: Children’s flexible attention to numerical and spatial magnitudes in early childhood

description: This contains a video demonstration of a child completing the Flexible Attention to Magnitudes (FAM) task from Study 1 of this manuscript. Abstract: "Young children are sensitive to both numerical and spatial magnitude cues early in development, but many questions remain about how children’s attention to magnitudes relates to their early math achievement. In two studies, we tested three hypotheses related to the flexible attention to magnitudes (FAM) account, which suggests that young children’s flexible attention to both numerical and spatial magnitudes is an important predictor of early math success. In Study 1, we recruited 318 preschool-age children (51.5% female; Mage = 54.7 months, SDage = 4.24 months) and assessed them at two time points on a battery of math, executive function, and language measures, including a novel assessment of FAM ability developed for this study. Consistent with our hypotheses, we found that young children had specific difficulty flexibly shifting between numerical and spatial magnitudes, that their FAM ability was related to both their executive function and math skills controlling for covariates, and finally that their FAM ability at the first time point was predictive of their math achievement growth over time controlling for executive function skills and covariates. In Study 2, we recruited 157 preschool-age children (47.4% female; Mage = 53.36 months, SDage = 7.17 months). We replicated the findings of Study 1 and extended them to account for children’s nonsymbolic numerical magnitude discrimination skills. Implications of the results of these studies for early math activities development are discussed."
DOI: 10.17910/b7.1352
title: DBN Wave 1 Child Protocol Preview Videos

description: Preview of DBN Wave 1 Child Protocol
DOI: 10.17910/b7.1353
title: Videos for training data collectors in character measures

description: Examples of sessions running character measure tasks to use in training data collectors and data coders.
DOI: 10.17910/b7.1355
title: Mistakes, Overconfidence and the Effect of Sharing on Detecting Lies

description: The dataset includes the videos of senders (that consented their videos to be shared on Databrary) in Experiments 1 and 3 of the paper titled "Mistakes, Overconfidence and the Effect of Sharing on Detecting Lies" by Serra-Garcia and Gneezy (2021, American Economic Review)
DOI: 10.17910/b7.1356
title: Learning from books vs. television

description: This study investigated whether children learn differently from educational television shows or from closely matched storybooks. Children watched a video clip or listened to a book being read, then answered questions about their memory for and comprehension of the content. Children also completed attention, memory, and language assessments from the NIH Toolbox. This dataset consists of videos of the experimental sessions along with basic demographic information. Participants were typically developing 4- and 5-year-olds.
DOI: 10.17910/b7.1357
title: Do infants have sleep inertia?

description: 7-month-old infants engage in the focused attention task and a sitting assessment both within 10 minutes of waking from a nap and 1.5-2 hours before or after the nap.
DOI: 10.17910/b7.1358
title: From Play to Language: Infants’ Actions on Objects Cascade to Word Learning

description: Subset of data drawn from parent volume (https://nyu.databrary.org/volume/563) of 18- and 23-month-old walking infants during natural activity in the home with caregivers. Infants build knowledge by acting on the world. We conducted a rigorous, ecologically-grounded test of the active-word learner hypothesis—that infants’ engagement with objects in the home environment elicits caregiver naming and cascades to learning object names. Our home-based study extends lab-based theories to identify real-world processes that support infant word learning. Frame-by-frame coding of 2-hour-video recordings of 32 mothers and their 18- to 23-months-olds focused on infant manipulation and mother and infant naming of 245 unique objects. Objects manipulated by infants and named by mothers during natural recordings were more likely to appear in infants’ vocabularies and spontaneous speech relative to non-manipulated objects that were not named. Furthermore, vocabularies of 5,520 infants hosted on Wordbank revealed early age of acquisition for words of objects that mothers named and infants manipulated. Infants actively build object-word mappings from everyday engagements with objects in the context of social partners. 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/b7.1361
title: Dynamics of the dyad: How mothers and infants co-construct interaction spaces during object play

description: Studies of dyadic interaction often examine infants’ social exchanges with their caregivers in settings that constrain their physical properties (e.g., infant posture, dyadic positioning). However, methodological decisions about the physical arrangements of interaction may limit our ability to understand how posture and position shape them. Here we focused on these embodied properties of dyadic interaction in the context of object play. We followed 30 mother-infant dyads across the first year of life (at 3, 6, 9, and 12 months) and observed them during five minutes of play with a standard set of toys. Using an interval-based coding system, we measured developmental change in infant posture, how mothers and infants positioned themselves relative to one another, and how they populated interaction spaces with objects. Results showed that mother-infant dyads co-constructed interaction spaces and that the contributions of each partner changed across development. Dyads progressively adopted a broader spatial co-orientation during play (e.g., positioned at right angles) across the first year. Moreover, advances in infants’ postural skills, particularly increases in the use of independent sitting in real time, uniquely predicted change in dyadic co-orientation and infants’ actions with objects, independent of age. Taken together, we show that the embodied properties of dyadic object play help determine how interactions are physically organized and unfold, both in real time and across the first year of life.