cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.758
title: MittPupps Visit 3

description: Forced choice preferential looking task object exploration task parent "at-home" play training
DOI: 10.17910/b7.761
title: Play Project: Solitary Dyadic Pilots

description: Pilot data collections of 13-23 month olds during solitary play and dyadic play with their mother in lab and home settings.
DOI: 10.17910/b7.762
title: The Role of Age, Theory of Mind, and Linguistic Ability in Children's Understanding of Ownership

description: - Participants exact age (in years) - Ownership composite score, made up of responses to 4 serial possession, 4 gift-giving, 4 control of permission, and 4 stealing tasks. - Theory of mind composite score, made up of 11 theory of mind tasks. - KBIT-2 standardized score
DOI: 10.17910/b7.764
title: Fin Live In Person

description: xx
DOI: 10.17910/b7.765
title: UVA Learning Lab at Virginia Discovery Museum-Curiosity

description: The Research in Education And Learning lab hosts weekly playgroup at the Virginia Discovery Museum. These playgroups follow a Living Lab model, where children participate in studies while families learn about child development and how we learn from research. The playgroups include engaging activities aligned with the research areas of Jirout's lab: promoting spatial reasoning skills and curiosity-driven exploration.
DOI: 10.17910/b7.766
title: Property Transfer Stimuli

description: Videos of four different property transfer scenarios (serial possession, gift giving, control of permission, stealing) shown in "The Role of Age, Theory of Mind, and Linguistic Ability in Children's Understanding of Ownership" study.
DOI: 10.17910/b7.768
title: Exploring the first possessor bias in children

description: Data collected across two experiments exploring the first possessor bias across a variety of transfer types in children (ages 7-10).
DOI: 10.17910/b7.776
title: Walking, Exploration, and Language in High and Low Risk Infants

description: The development of walking provides infants with new opportunities for exploring the environment and interacting with objects and people; and these new opportunities in turn create contexts for the development of language and communication. Because we currently lack a detailed understanding of the way in which this complex series of events unfolds in typical development or of how delays in walking affects these events, this research will focus on how the development of walking influences infants' exploration and communication and adults' communication to infants, and how these changes in infant/adult communication impact children's later language skills. We will compare these developments in infants at heightened risk for developmental delay (infants with an older sibling diagnosed with Autism Spectrum Disorder) to those in infants with no such risk as they grow from 6 to 36 months of age in order to provide information that will facilitate recognition of developmental delays and design of early intervention.
DOI: 10.17910/b7.777
title: Mazira Project Developmental Assessments

description: Tasks: Elicited Imitation, Visual Paired Comparison, Infant Orienting with Attention Demographics: Children age 6-15 months in Mangochi District, Malawi File types:
DOI: 10.17910/b7.778
title: Spatial Learning in Play (SLIP) at Cornell

description: The videos are short tasks in which children are assessed on their spatial skills, numerical knowledge, and engage with a caregiver in either play tasks or book reading.
DOI: 10.17910/b7.781
title: test (ARS investigator)

description: videos
DOI: 10.17910/b7.782
title: (Blank)

description: n/a
DOI: 10.17910/b7.784
title: Spontaneous movement during 1st year of life

description: Home observation study
DOI: 10.17910/b7.785
title: Young children protest against the incorrect use of novel words: Towards a normative pragmatic account on language acquisition

description: Video documenting the procedure for data collection
DOI: 10.17910/b7.786
title: Chimney Strategy

description: Chimney Strategy
DOI: 10.17910/b7.787
title: Chimney Strategy v2

description: Chimney Strategy v2
DOI: 10.17910/b7.788
title: HAB Pilot v2

description: HAB Pilot v2
DOI: 10.17910/b7.807
title: Moonwalk data

description: Excel spreadsheet with infant data: age, sex, looking times, motor scores
DOI: 10.17910/b7.808
title: EyePatch Grasping

description: Disks are selected as either smaller or larger, in some cases in the context of Ebbinghaus illusion inducing stimuli.
DOI: 10.17910/b7.809
title: UVA Learning Lab - Spatial Search

description: The Research in Education And Learning lab hosts weekly playgroup at the Virginia Discovery Museum. These playgroups follow a Living Lab model, where children participate in studies while families learn about child development and how we learn from research. The playgroups include engaging activities aligned with the research areas of Jirout's lab: promoting spatial reasoning skills and curiosity-driven exploration.
DOI: 10.17910/b7.812
title: 2018 Animal Story Sharing

description: Assessment of tendency to share based on sharing books featuring human and non-human characters, with and without scaffolding.
DOI: 10.17910/b7.813
title: test

description: test
DOI: 10.17910/b7.814
title: Trust in Context: Machine

description: Trust in Context: Machine
DOI: 10.17910/b7.815
title: Play at Home Study

description: The videos are parent-child spatial play. Parents and children created a pattern with a magnet board at baseline and then again at posttest. Dyads were randomly assigned to take either spatial or non-spatial toys home to use for 4 weeks.
DOI: 10.17910/b7.816
title: SLIP Ithaca Sample

description: SLIP data from the Ithaca sample
DOI: 10.17910/b7.817
title: 2018 Change Detection

description: The classic "door study" adapted for use with children.
DOI: 10.17910/b7.819
title: Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning

description: These data sets are the raw data used in the analysis related to our publication in PNAS. The first dataset is the main SPSS file from which the primary analysis was conducted. The last 4 datasets are for the relation between brain activity (EEG alpha power) and the slopes and intercepts of the CANTAB outcomes from age 8 to 16.
DOI: 10.17910/b7.820
title: Scarcity and CDS

description: Scarcity Task
DOI: 10.17910/b7.821
title: Behavioral Flexibility in Sitting

description: This study has two tasks. The first one looks at how infants learn to maintain balance while sitting. Infants sit with their legs outstretched on a flat surface. Then, we parametrically lower the platform beneath infant's legs in small 2 cm increments until their legs are no longer supported (like sitting on a chair). We record infant's postural sway during the task. The second task examines infants during 5 minutes of natural sitting on a mat while wearing a headcam that captures their visual access.
DOI: 10.17910/b7.822
title: Exploring the first possessor bias in children

description: This volume includes collected data, visual stimuli, protocols, item descriptions, and test items.
DOI: 10.17910/b7.823
title: Spatial Toys 2

description: Spatial Toys 2
DOI: 10.17910/b7.824
title: RedaTest DOI

description: Test the EZ DOI API
DOI: 10.17910/b7.825
title: Sacrifice to Parents among Chinese and European American Emerging Adults

description: Questionnaires used in two studies to assess outlooks on sacrifice EXCEL file with responses given to questionnaires about sacrifice
DOI: 10.17910/b7.826
title: Excerpt volume: Cultural differences in childrearing practices (constraint, exercise, massage)

description: Video clips illustrating cultural differences in childrearing practices
DOI: 10.17910/b7.827
title: MomNoMom

description: Walking infants playing both independently and with their caregivers in a laboratory playroom with different toys. Toy conditions (mobile toys, stationary toys) are nested within caregiver play groups (caregiver play, solitary play).
DOI: 10.17910/b7.828
title: the BasicChild Project

description: Longitudinal study of infant cognitive and motor development, social cognition, self-regulation, attachment and attention and perception from 6 - 30 months of age. The dataset include example videos from each age along with a brief description of each task. The child shown in the videos is just one out of all the children and is not to be seen as an example of how all the children performed. It is just to show how the tasks where administrated. The eye-tracking tasks are recorded with a screen recorder and the frame rate may therefor differ slightly from the original stimulus.
DOI: 10.17910/b7.829
title: ReachingET

description: modified A-not-B manual search task, with independent sitting skill as a predictor, as well as experimental manipulation of balance via surface of support; 7-month-old sitters/pre-crawlers
DOI: 10.17910/b7.831
title: Resource Allocation 2: The role of expectations of reciprocity

description: This study is a follow-up to a previous study that examined whether 4- to 6-year-old children’s race-based economic decision making was shaped by their racial preferences. We assessed this by measuring the number of resources that children allocated to White and Black targets, using a Dictator Game paradigm, and then assessing children’s racial preferences and attitudes toward White and Black targets, using a feelings thermometer paradigm. In this study, we found that children engaged in race-based resource allocation, such that they allocated more resources to the White target than the Black target. However, children’s giving behavior was not predicted by their social preferences; children who held more positive attitudes toward White targets did not allocate more to the White target, nor did children who held more positive attitudes toward Black targets allocate more to the Black target. Moreover, greater giving to the White target was not driven by an ingroup bias; nonwhite children were actually more likely than White children to show greater allocation to White than Black targets. Together, the results from Study 1 suggest that children’s race-based resource allocation is driven by something other than racial preferences or attitudes. In this follow-up study, we test the idea that children’s race-based resource allocation instead stems from children’s expectations of reciprocity (i.e., children share more with those that they expect that to share with them in the future). As children at these ages sometimes believe that race is predictive of social status and resource-holding (such that White individuals are higher in social status and have more resources than Black individuals) children might be more likely to expect future reciprocity from White individuals, and thus choose to give White individuals more.
DOI: 10.17910/b7.833
title: Exploring the Individual Differences in Preschoolers' Causal Stance

description: - causal tasks
DOI: 10.17910/b7.834
title: Developmental changes in strategies for gathering evidence about biological kinds

description: How do people gather samples of evidence to learn about the world? Adults often prefer to sample evidence from diverse sources—for example, choosing to test a robin and a turkey to find out if something is true of birds in general. Children below age 9, however, often do not consider sample diversity, instead treating non-diverse samples (e.g., two robins) and diverse samples as equivalently informative. The current study (N = 249) found that this discontinuity stems from developmental changes in standards for evaluating evidence—younger children chose to learn from exemplars that best approximate idealized views of what category members are supposed to be like (e.g., the fastest cheetahs); with a gradual shift across age towards samples that cover more within-category variation (cheetahs of varying speeds). Implications for the relation between conceptual representations and inductive reasoning strategies will be discussed. In this dataset: -Sample videos for each condition -Illustration materials
DOI: 10.17910/b7.835
title: Pilot Study: Apparatus Training

description: Training lab members to run studies on slopes, drop-offs, and bridges.
DOI: 10.17910/b7.836
title: Speaking of kinds: How generic language shapes the development of category representations

description: Generic language (e.g., “tigers have stripes”) facilitates conceptual development, by leading listeners to assume that the referenced categories (e.g., tigers) are inductively informative and have causal-explanatory power over the behavior of individual members. The present studies (N = 441 children aged 5-7 years and adults) considered the mechanisms by which generic language has these effects. By examining what listeners learn from generics that are later falsified, the present studies revealed a unique role of the generic form: Hearing generics led to stronger beliefs that the referenced categories were inductively informative, even when participants later learned that the generics had communicated only inaccurate content about the categories. This pattern suggests that listeners interpret generics as signals that particular categories are meaningful kinds that support generalization. Implications for both cognitive and social development are discussed.
DOI: 10.17910/b7.837
title: Santa Claus Disbelief

description: This is an interview study of children who recently stopped believing in Santa Claus
DOI: 10.17910/b7.838
title: Study 5 Reveal-Search Hallway Sanya's Honors Thesis

description: Reveal Search Tasks (Hallway, Rooms, Rods, Hallway Open) Videos
DOI: 10.17910/b7.839
title: Study 2 Sage's Honors Thesis Hide-2, Reveal-2

description: Two Trials
DOI: 10.17910/b7.840
title: title

description: description
DOI: 10.17910/b7.841
title: Polysemy, Knowledge, & Memory

description: This study assesses the role of polysemy in children's word extension performance and memory for novel words Participants are children aged 4-6, and adults Videos of experimental sessions stored here
DOI: 10.17910/b7.843
title: Contrasting Linguistic Complexity

description: eyetracking during viewing of a picture book narrated at two different levels of linguistic complexity
DOI: 10.17910/b7.845
title: MDAT Fine Motor items

description: These are MDAT Fine Motor items to review
DOI: 10.17910/b7.846
title: MDAT Fine motor items

description: Fine motor items for MDAT
DOI: 10.17910/b7.847
title: Linguistic Conventionality

description: referential communication task participants: 5-year-olds and adults
DOI: 10.17910/b7.848
title: Friend in Need

description: xx
DOI: 10.17910/b7.849
title: NoHelp Original

description: xx
DOI: 10.17910/b7.850
title: Preserving Reputation in Everyday Social Situations

description: xx
DOI: 10.17910/b7.851
title: Social Helping

description: xx
DOI: 10.17910/b7.852
title: Physical and Social Dominance - Labeling First

description: xx
DOI: 10.17910/b7.853
title: Dominance Out of Reach

description: xx
DOI: 10.17910/b7.854
title: Dinos and GoPros

description: These data are views from head- or chest-mounted GoPros on children they naturalistically explore a museum environment (Academy of Natural Sciences in Philadelphia). Each child should have 3 videos associated with them: one from their own camera, one from a research assistant who was following them around to obtain a third-person view, and one that merges those two view. Children in this study were between 6 and 9 years old. In addition to engaging in a 10-minute exploration period, children also participated in a post-exploration interview which asked about their experiences in the museum and about their views of learning in general; this is captured in a separate video for each participant.
DOI: 10.17910/b7.855
title: Punishment

description: Punishment vids
DOI: 10.17910/b7.856
title: NoHelp-Dominance

description: xx
DOI: 10.17910/b7.857
title: Mouse Home Cage Observations

description: This volume contains short clips showing social behavior among mice housed together in a a home-cage monitored 24/7. There are videos of adult mice mating and dams interacting with their pups.
DOI: 10.17910/b7.859
title: Test

description: These are the video and audio with the MEL2 project
DOI: 10.17910/b7.860
title: MEL2 Project Year 2

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/b7.861
title: Goals and Equality

description: xx
DOI: 10.17910/b7.863
title: NoHelp Simple

description: xx
DOI: 10.17910/b7.864
title: Mdat data

description: Mdat data
DOI: 10.17910/b7.865
title: ALL mdat data

description: All
DOI: 10.17910/b7.867
title: Eye Gaze Contingency

description: xx
DOI: 10.17910/b7.868
title: Keen

description: Infants in free-play wearing either flexible shoes, stiff shoes, or no shoes.
DOI: 10.17910/b7.870
title: Nanit

description: Videos from Nanit system longitudinally across the first year
DOI: 10.17910/b7.871
title: Mouse mating behavior

description: A female and a male C57BL/6 mice engaging in social and reproductive behaviors in their homecage. First two hours of introducing the mice to each other. All behaviors occur in designated breeding cage under 24-hour observation
DOI: 10.17910/b7.873
title: Intentional and Accidental Events (video stimuli)

description: Videos of intentional and accidental events.
DOI: 10.17910/b7.874
title: The Complex Emotion Expression Database: A Validated Stimulus Set of Trained Actors

description: The Complex Emotion Expression Database (CEED) is a digital stimulus set of 243 basic and 237 complex emotional facial expressions aimed at facilitating research in complex expression perception and processing. Stimulus Acquisition and Processing The stimuli in CEED represent 6 basic expressions (angry, disgusted, fearful, happy, sad, and surprised) and 9 complex expressions (affectionate, attracted, betrayed, brokenhearted, contemptuous, desirous, flirtatious, jealous, and lovesick) that were posed by Black and White formally trained, young adult actors. The actors used a method acting approach and were provided with definitions and examples of each expression before they posed the expressions themselves. All of the images are greyscaled and standardized to a resolution of 300 dpi and a width of 4 inches. Some of the images were cropped to only include the head and neck of the actor, while others include the shoulders of the actor and some of the wall in the background. Stimulus Validation All images were validated by a minimum of 50 adults in a 4-alternative forced choice task (4AFC) that was administered on Amazon's Mechanical Turk. Only images for which greater than or equal to 50% raters endorsed the correct emotion label were included in the final database. Information regarding the number and gender of raters, the percentage of raters who chose each answer choice, and the answer choices given in the 4AFC task are provided in the folder "Stimulus Information."
DOI: 10.17910/b7.876
title: Play and Learning Across a Year (PLAY) Project - Protocols & Documentation

description: The Play & Learning Across a Year (PLAY) project serves as a model system for doing development science from a “big data” approach. Natural free play represents the foundation of infant learning, but we know little about how infants play, how play unfolds in real time and across development, and how individual and group differences promote infant learning and development through play. To answer these questions, the PLAY project will collect, code, and share 900 hours of video collected in the homes of children at 12, 18, and 24 months of age drawn from 30 sites across North America. The aim of the project is to develop a new approach to developmental science that enables: (1) “big data“ science for researchers who would not otherwise have access; (2) a communal, low-cost means of collecting and coding data that retains the autonomy of individual labs; and (3) a plan for leveraging diverse expertise to address a common goal.
DOI: 10.17910/b7.877
title: 2019 Reasoning about the Self, Other, and Future Preferences

description: [Add description]
DOI: 10.17910/b7.878
title: 2019 Gendered Ads

description: Effects of gender-specific advertising on children's judgments of gender-appropriateness of familiar and unfamiliar toys.
DOI: 10.17910/b7.879
title: Theory of Mind and Deception

description: Insert description.
DOI: 10.17910/b7.880
title: The effect of spatial organization in the design of visual supports for adults with communicative disorders

description: Data and materials related to a poster presented at the 2019 Vision Sciences Society meeting.
DOI: 10.17910/b7.882
title: NoHelp Fence

description: xx
DOI: 10.17910/b7.883
title: The Developmental Roots of Black Female Invisibility

description: videos (.mp4) of children going through the procedure for the study. Participants are children ages 3-8.
DOI: 10.17910/b7.884
title: Eye-Gaze FoCuS Database

description: Eye-Gaze FoCuS is a multi-part stimuli database that is optimized for investigating sensitivity to eye gaze. The paper describing the creation and validation of the stimuli is currently under review. The database includes two sets of stimuli and a table of information about video clips that can be extracted but are not included because of copyright laws. Gaze Perception Stimuli These stimuli were inspired by those developed by Riby and colleagues for investigating sensitivity to eye gaze cues in children and adolescents with autism and Williams syndrome (Riby et al., 2013). We designed these stimuli so that they could be used in a 4-alternative forced-choice task. There are 245 images depicting actors gazing at objects in complex scenes. Each image depicts a single actor looking at one of many possible common objects in a scene. In addition to the target gazed-at object, there is always a plausible non-target object (i.e., nearby the target object but not gazed at), and several implausible objects (i.e., farther away from the target object and not gazed at) in each image. Gaze Following Stimuli These stimuli were inspired by experimental paradigms that have typically been used in eye-tracking paradigms with young children and infants (see Bedford et al., 2012). There are 82 videos. In each video there is a gazed-at target object, a plausible non-target object that was spatially close to the target object but not the target of the gaze, and two implausible non-target objects that were not spatially close to the target object. The timing of events in each stimulus was carefully controlled. Each video begins with the actor looking straight into the camera for 2 seconds as if making eye contact with the participant in an episode of joint attention. Next, the actor shifts her gaze toward the target object (~500 msec). The actor then holds her gaze on the target object for 4 seconds. Finally, the actor shifts her gaze back toward the camera (~500 msec) and holds her gaze straight ahead at the camera for another 2 seconds. The entire gaze following video lasts approximately 9 seconds. Importantly, the actor never turns her head during the gaze shifts. Social Visual Attention Movie Clips This database specifies timestamps for scenes from commercially-available movies that feature social interactions between adolescents and adults. All of these stimuli are available for research purposes. We also provide documentation containing the gazed-at and other objects and summary validation data for each image. For the social visual attention movie clips, we include descriptive and validation data.