cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.165
title: Being Sticker Rich: Numerical Context Influences Children’s Sharing Behavior

description: Abstract: Young children spontaneously share resources with anonymous recipients, but little is known about the specific circumstances that promote or hinder these prosocial tendencies. Children (ages 3-11) received a small (12) or large (30) number of stickers, and were then given the opportunity to share their windfall with either one or multiple anonymous recipients (Dictator Game). Whether a child chose to share or not varied as a function of age, but was uninfluenced by numerical context. Moreover, children’s giving was consistent with a proportion-based account, such that children typically donated a similar proportion (but different absolute number) of the resources given to them, regardless of whether they originally received a small or large windfall. The proportion of resources donated, however did vary based on the number of recipients with whom they were allowed to share, such that on average, children shared more when there were more recipients available, particularly when they had more resources, suggesting they take others into consideration when making prosocial decisions. Finally, results indicated that a child’s gender also predicted sharing behavior, with males generally sharing more resources than females. Together, findings suggest that the numerical contexts under which children are asked to share, as well as the quantity of resources that they have to share, may interact to promote (or hinder) altruistic behaviors throughout childhood.
DOI: 10.17910/b7.174
title: Spatiotemporal organization of myoclonic twitching in sleeping human infants

description: The shared data includes video files and Excel files (with information about the occurrence and timing of myoclonic twitches) in human infants from two weeks to seven months of age. All data for which consent was provided are shared here. Some video files (i.e., those collected using Kinect) have not been uploaded. The paper's abstract: During the perinatal period in mammals when active sleep predominates, skeletal muscles twitch throughout the body. We have hypothesized that myoclonic twitches provide unique insight into the functional status of the human infant's nervous sys- tem. However, assessments of the rate and patterning of twitching have largely been restricted to infant rodents. Thus, here we analyze twitching in human infants over the first seven postnatal months. Using videography and behavioral measures of twitching during bouts of daytime sleep, we find at all ages that twitching across the body occurs predominantly in bursts at intervals of 10 s or less. We also find that twitching is expressed differentially across the body and with age. For example, twitching of the face and head is most prevalent shortly after birth and decreases over the first several months. In addition, twitching of the hands and feet occurs at a consistently higher rate than does twitching elsewhere in the body. Finally, the patterning of twitching becomes more structured with age, with twitches of the left and right hands and feet exhibiting the strongest coupling. Altogether, these findings support the notion that twitches can provide a unique source of information about typical and atypical sensorimotor development.
DOI: 10.17910/b7.184
title: Investigating the effectiveness of fantasy stories for teaching scientific principles (study 1)

description: Educational media often contain fantastical information. Although some prior research suggests that this information interferes with children’s learning, other work shows that fantasy benefits learning under certain circumstances. To investigate this issue and to clarify how different types of fantastical events might affect children’s learning, we presented preschoolers (N = 99 in Study 1; N = 101 in Study 2) with stories that contained events that violated real-world physical laws, violated real-world biological laws, or did not violate any real-world laws. Within each story, we embedded two pieces of educational information, one each from the domains of biology and physics, to test (a) whether there are benefits of fantastical information on learning and (b) whether such benefits are domain specific. Across both studies, we found that children generally learned both types of information best from the story with physical violations, suggesting that such events can bolster children’s learning. This volume contains videos from participants in Study 1 of this paper.
DOI: 10.17910/b7.192
title: Free viewing gaze behavior in infants and adults

description: The current study investigated age differences in free viewing gaze behavior. Adults and 6-, 9-, 12-, and 24-month-old infants watched a 60-sec Sesame Street video clip while their eye movements were recorded. Adults displayed high intersubject consistency in eye movements; they tended to fixate the same places at the same. Infants showed weaker consistency between obser- vers and intersubject consistency increased with age. Across age groups, the influence of both bottom-up features (fixating visually salient areas) and top-down features (looking at faces) increased. Moreover, individual differ- ences in fixating bottom-up and top-down features predicted whether infants’ eye movements were consistent with those of adults, even when controlling for age. However, this relation was moderated by the number of faces available in the scene, suggesting that the development of adult-like viewing involves learning when to prioritize looking at bottom-up and top- down features.
DOI: 10.17910/b7.193
title: Excerpt volume: Infants' use of social information for guiding locomotion over slopes

description: Excerpts from several studies on infants' use of social information for guiding locomotion over slopes (see links).
DOI: 10.17910/b7.194
title: Science Friday: Babies on the brink

description: Since the 1960s, developmental psychologists point to the “Visual Cliff”—an experiment that plops babies on a fake precipice—as proof that infants learn to fear heights as they learn to crawl. But over the past 25 years, Karen Adolph of NYU’s Infant Action Lab has shattered this myth through a series of rigorous (and adorable) experiments, revealing that while babies can learn from experiences near high ledges or narrow bridges, it’s not a phobia they acquire. Video excerpts from the Science Friday episode are viewable in this volume.
DOI: 10.17910/b7.204
title: Databrary Tutorials

description: Our mission is to promote sharing and reuse of video data. Most developmental scientists rely on video recordings to capture the complexity and richness of behavior. However, researchers rarely share video data, and this has impeded scientific progress. Enabling reuse of video data is essential to increasing openness, maximizing the efficiency of limited resources, and accelerating the pace of discovery in the developmental and learning sciences. We aim to provide tools that encourage good data management, facilitate open data sharing, enable discovery, and foster data reuse and integration. We are working to build functionality that allows researchers to organize, store, code, and share identifiable video data and other contextual information about the videos with other researchers through a secure web-based library. The Databrary project is dedicated to transforming the culture of developmental science by building a community of researchers committed to open video data sharing, training a new generation of developmental scientists and empowering them with an unprecedented set of tools for discovery, and raising the profile of behavioral science by bolstering interest in and support for scientific research among the general public.
DOI: 10.17910/b7.207
title: Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains (Study 1, blicket condition)

description: Children (ages 4-10) receive a diagnostic reasoning problem using a blicket detector. They are asked "What is science?" and prompted to describe what they think about when they think about the word science.
DOI: 10.17910/b7.212
title: Toddlers Into Kindergarteners: Emotions Study (TIKES)

description: A substantial number of children and adolescents develop internalizing disorders such as anxiety and research has focused, in part, on individual risk factors such as fearful temperament. A key question is which fearful children are at greatest risk? This study extends the previous literature linking fearful temperament with risk for internalizing spectrum disorders by examining two cohorts of children using observational, parent report, teacher report, child self-report, and physiological methodologies. The overarching goal was to identify a more homogeneous group of children at greater risk for internalizing behaviors compared to typically-identified fearful children. Children with these dysregulated fear profiles were followed from 24 months of age through the first year of school (age 6). The goal of the current study addressed whether children with dysregulated fear profiles at 24 months of age were more likely to have emotional and behavioral adjustment problems consistent with the internalizing spectrum 3 years later, during kindergarten.
DOI: 10.17910/b7.214
title: Pupillary Contagion in Infancy: Evidence for spontaneous transfer of arousal

description: Pupillary contagion – responding to observed pupil size with changes in one’s own pupil – has been observed in adults and suggests that arousal and other internal states could be transferred across individuals using a subtle physiological cue. Examining this phenomenon developmentally gives insight into its origins and underlying mechanisms, such as whether it is an automatic adaptation already present in infancy. In the current study, 6- and 9-month-olds viewed schematic depictions of eyes with smaller and larger pupils – pairs of circles with smaller and larger black centers - while their own pupil size was recorded. Control stimuli were comparable squares. For both age groups, infants’ pupil size was greater when viewing large-centered than small-centered circles and no differences were found for squares. The findings suggest that infants are sensitive and responsive to subtle cues to others’ internal states, a mechanism that would be beneficial for early social development.
DOI: 10.17910/b7.217
title: Use it or lose it? Effects of age, experience, and disuse on crawling

description: Videos of typical adults crawling, which can be compared to videos of experienced infants crawling. What happens to early acquired but later abandoned motor skills? To investigate ef‐ fects of disuse on early‐developing motor skills, we examined crawling in two groups of habitual crawlers (34 6–12-month-old infants and five adults with Uner Tan Syndrome) and two groups of rusty crawlers (27 11–12-year-old children and 13 col‐ lege‐aged adults). Habitual crawlers showed striking similarities in gait patterns, limbs supporting the body, and crawling speed, despite dramatic differences in crawling practice, posture, and body size. Habitual crawlers trotted predominantly, whereas rusty crawlers showed a variety of gait patterns. Within sequences, habitual crawlers and children showed more switches in gait patterns than young adults. Children crawled faster and kept fewer limbs on the grounds than the other groups. Old crawl‐ ing patterns were retained despite disuse, but new ones were also added. Surprisingly, results indicate that nothing was lost with disuse, but some features of crawling were gained or altered.
DOI: 10.17910/b7.218
title: Motion Coherence Thresholds for Child Participants Viewing Linear and Radial Patterns of Optic Flow

description: Four- to eight-year-old children viewed side-by-side displays of global motion patterns and made judgments about which side contained coherent motion. The motion displays were either linear or radial in pattern and presented at 2 degrees/sec or 8 degrees per second.
DOI: 10.17910/b7.234
title: EEG Asymmetry and ERN: Behavioral Outcomes in Preschoolers

description: Paper in press at PLOS One examining associations between the error-related negativity (ERN) and alpha asymmetry in preschoolers. Similar to research on adults, greater left asymmetry (i.e., greater approach-related neural activity) was correlated with reduced ERN amplitude (i.e., weaker inhibition-related neural activity). The interactive effect of asymmetry and ERN amplitude did not predict ADHD symptoms, but did predict social inhibition. When ERN was greater, less left asymmetry was associated with higher levels of social inhibition. Results were most prominent at parietal EEG sites. Implications for understanding the development of the overlap in neural systems of approach and inhibition are discussed.
DOI: 10.17910/b7.235
title: Sample play session video

description: Sample play session video
DOI: 10.17910/b7.236
title: The Social Origins of Sustained Attention in One-Year-Old Human Infants

description: The ability to sustain attention is a major achievement in human development and is generally believed to be the developmental product of increasing self-regulatory and endogenous (i.e., internal, top-down, voluntary) control over one’s attention and cognitive systems [ 1–5 ]. Because sustained attention in late infancy is predictive of future development, and because early deficits in sustained attention are markers for later diagnoses of attentional disorders [ 6 ], sustained attention is often viewed as a constitutional and individual property of the infant [ 6–9 ]. However, humans are social animals; developmental pathways for seemingly non-social competencies evolved within the social group and therefore may be dependent on social experience [ 10–13 ]. Here, we show that social context matters for the duration of sustained attention episodes in one-year-old infants during toy play. Using head-mounted eye tracking to record moment-by-moment gaze data from both parents and infants, we found that when the social partner (parent) visually attended to the object to which infant attention was directed, infants, after the parent’s look, extended their duration of visual attention to the object. Looks to the same object by two social partners is a well-studied phenomenon known as joint attention, which has been shown to be critical to early learning and to the development of social skills [ 14, 15 ]. The present findings implicate joint attention in the development of the child’s own sustained attention and thus challenge the current understanding of the origins of individual differences in sustained attention, providing a new and potentially malleable developmental pathway to the self-regulation of attention.
DOI: 10.17910/b7.239
title: XX ICIS 2016 New Orleans Invited Program

description: Invited program International Congress on Infant Studies. WEDNESDAY MAY 25, 2016 Preconference: Best Practices in Infancy Research Jessica Sommerville, Kiley Hamlin, Lisa Oakes, John Colombo, Michael Frank, Laura Namy, Lisa Freund, Marita Hopmann, Infancy/ICIS panel Preconference: Databrary & Datavyu Karen Adolph, Rick O. Gilmore THURSDAY MAY 26, 2016 Plenary Speaker: Birth of a Word Deb Roy Invited Speaker: Nutrition & Early Child Development: The First 1000 Days Maureen Black Invited Speaker: Human Amygdala: PFC Circuit Development & the Role of Caregiving Nim Tottenham Invited Symposium: Development of Attentional Control in Infancy: Insights from Eye-Movements Shannon Ross-Sheehy, Sam Wass, Susan Rivera FRIDAY MAY 27, 2016 Presidential Address: Oh, Behave! Karen Adolph Invited Speaker: Ontogeny of Social Visual Engagement in Infants and Toddlers with Autism Spectrum Disorder Ami Klin Views by Two: Comparative & Developmental Methods in Social Cognition Laurie Santos, Felix Warneken Views by Two: Language Learning in Multiple Language Contexts Jesse Snedeker, Catherine Tamis-LeMonda Views by Two: Learning from Multiple Inputs by Humans and Robots Linda Smith, Pierre-Yves Oudeyer Dedicated Session: Carolyn Rovee-Collier: Her Legacy for Science, Practice, and Academic Leadership Andrew Meltzoff, Rachel Barr, Kimberly Boller, Harlene Hayne Presidential Symposium: Global Issues in Development Sandra Waxman, Cristine Legare SATURDAY MAY 28, 2016 Invited Speaker: Learning in Infancy: A Rational Response to Stability and Change Dick Aslin Invited Speaker: Just Babies: The Origin of Good and Evil Paul Bloom Views by Two: Studying Autism with Technology – Sponsored by Positive Science Jim Rehg, Brian Scassellati Dedicated Session: In Honor of Gerald Turkewitz: His Scientific Legacy – Sponsored by Johnson and Johnson Consumer Inc. David J. Lewkowicz, Robert Lickliter, David S. Moore, Janet Werker Invited Symposium: Methods & Meanings: New Insights into Infant Emotional Processes Koraly Perez-Edgar, Daniel Messinger Awards Ceremony
DOI: 10.17910/b7.241
title: Examples of True Belief and False Belief Contents tasks with 4-year-olds

description: We use a standard Contents False Belief (FB) task paired with a Contents True Belief (TB) task to assess children’s Belief Understanding. In each task, children are asked the test question (“What will the other person think is in the box?” and are asked to justify their answers (“Why will he think _____ is inside the box”?). The order of the TB and FB tasks are counterbalanced across children. Note: The “Highlights” show children answering the TB test question. Go to the individual participants' folder (just below the "Highlights" section under "Data") in order to see the video which shows the entirety of the TB and FB tasks. The full data forms and task scripts are available in the "Materials" folder. One child illustrates Reality Reasoning (RR). He fails the FB task and passes the TB task. In both he says that the other person will “get it right” and think that the actual contents are in the box, and justifies his answers by saying, in effect, “because that’s what’s in there.” One child illustrates Perceptual Access Reasoning (PAR). He passes the FB task and fails the TB task. In both cases he says that the other person will “get it wrong” and think that what isn’t in the box is in there (crayons in false belief, key in true belief), and justifies his answers by saying, in effect, “because he doesn’t know what’s in there.” One child illustrates Belief Reasoning (BR). He passes the FB task and passes the TB task. In both cases he says that the other person will think the typical contents are in the box, and justifies his answers by saying, “because it’s a [crayon / M&M’s] box.” In a large (N = 161) longitudinal study of ours, all children at 4 ½ and at 6 years of age could be reliably classified as using RR, a mixture of RR & PAR, PAR, or BR. Scoring criteria are available upon request.
DOI: 10.17910/b7.248
title: The Proximal Emotional Environment Project (PEEP)

description: Children underwent MRI scanning while passively listening to an adult speaking to a third party in an angry, happy, or neutral tone of voice (prosody). Funded by a grant from the Penn State Social Sciences Research Institute (SSRI).
DOI: 10.17910/b7.252
title: Infant-specific gaze patterns in response to radial optic flow

description: The focus of a radial optic flow is a valid visual cue used to perceive and control the heading direction of animals. Gaze patterns in response to the focus of radial optic flow were measured in human infants (N = 100, 4–18 months) and in adults (N = 20) using an eye-tracking technique. Overall, although the adults showed an advantage in detecting the focus of an expansion flow (representing forward locomotion) against that of a contraction flow (representing backward locomotion), infants younger than 1 year showed an advantage in detecting the focus of a contraction flow. Infants aged between 13 and 18 months showed no significant advantage in detecting the focus in either the expansion or in the contraction flow. The uniqueness of the gaze patterns in response to the focus of radial optic flow in infants shows that the visual information necessary to perceive heading direction potentially differs between younger and mature individuals.
DOI: 10.17910/b7.253
title: Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains (Study 1, butterfly condition)

description: Children (ages 4-10) receive a diagnostic reasoning problem that parallels a version with a blicket detector but that uses a causal system involving butterflies and flowers. Children are also asked "What is science?" and prompted to describe what they think about when they think about the word science.
DOI: 10.17910/b7.254
title: PLAY Project: NICHD Workshop (2016-12-16)

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. This volume consists of materials discussed at a workshop held at NICHD on December 16, 2016 supported by NICHD, LEGO Foundation, and New York University.
DOI: 10.17910/b7.268
title: Real-world visual statistics and infants’ first-learned object names

description: We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 monthold infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present—a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning. This article is part of the themed issue ‘Newfrontiers for statistical learning in the cognitive sciences’.
DOI: 10.5517/ccdc.csd.cc26b21p
title: CCDC 2035461: Experimental Crystal Structure Determination

description: Related Article: Jan Richtar, Martin Ciganek, Anna Jancik Prochazkova, Alexander Kovalenko, Hathaichanok Seelajaroen, Matouš Kratochvíl, Martin Weiter, Cigdem Yumusak, Niyazi Serdar Sariciftci, Vladimir Lukeš, Jozef Krajcovic|2021|ChemPhotoChem|5|1059|doi:10.1002/cptc.202100127
DOI: 10.17910/b7.269
title: Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains (Study 2)

description: Children (ages 4-10) receive two versions of the same diagnostic reasoning task, one using a blicket detector and one couched in terms of butterflies and flowers. These tasks are the same as in Study 1 of this paper, but they are now presented within-subjects rather than between-subjects. They are also asked whether they the two problems are the same. Children are also asked "What is science?" and prompted to describe what they think about when they think about the word science.