cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17910/b7.624
title: Error Ignorant Novel - Rep

description: Error Ignorant Novel - Rep
DOI: 10.17910/b7.625
title: Error Ignorant Novel - Video

description: Error Ignorant Novel - Video
DOI: 10.17910/b7.626
title: Error Ignorant Novel - Video Help

description: Error Ignorant Novel - Video Help
DOI: 10.17910/b7.627
title: Error Ignorant Novel

description: Error Ignorant Novel
DOI: 10.17910/b7.628
title: 2018 Empathy

description: Videos from the Psych 410 Empathy study.
DOI: 10.17910/b7.629
title: 2018 Bystander

description: Data from the 2018 Bystander study, Psych 410
DOI: 10.17910/b7.631
title: 2018 Peer Pressure

description: The 2018 study of peer pressure conducted in Psychology 410: Advanced Research in Developmental Psychology.
DOI: 10.17910/b7.632
title: Influencing People - Equal

description: Influencing People - Equal
DOI: 10.17910/b7.633
title: Influencing People - Equal 2.0

description: Influencing People - Equal 2.0
DOI: 10.17910/b7.634
title: Influencing People - Equal 3.0

description: Influencing People - Equal 3.0
DOI: 10.17910/b7.635
title: Influencing People - Less

description: Influencing People - Less
DOI: 10.17910/b7.636
title: Influencing People - Less 2.0

description: Influencing People - Less 2.0
DOI: 10.17910/b7.637
title: Influencing People - Needy

description: Influencing People - Needy
DOI: 10.17910/b7.638
title: Influencing People - Reciprocity

description: Influencing People - Reciprocity
DOI: 10.17910/b7.639
title: Influencing People - Zero

description: Influencing People - Zero
DOI: 10.17910/b7.640
title: Self Memory

description: Self Memory
DOI: 10.17910/b7.641
title: Self Memory - Story

description: Self Memory - Story
DOI: 10.17910/b7.642
title: Self Memory - Source 2

description: Self Memory - Source 2
DOI: 10.17910/b7.643
title: Self Memory - Pilot

description: Self Memory - Pilot
DOI: 10.17910/b7.644
title: Is the most representative skunk the average or the stinkiest? Developmental changes in representations of biological categories

description: People often think of categories in terms of their most representative examples (e.g., robin for BIRD). Thus, determining which exemplars are most representative is a fundamental cognitive process that shapes how people use concepts to navigate the world. The present studies (N = 669; ages 5 years – adulthood) revealed developmental change in this important component of cognition. Studies 1-2 found that young children view exemplars with extreme values of characteristic features (e.g., the very fastest cheetah) as most representative of familiar biological categories; the tendency to view average exemplars in this manner (e.g., the average-speeded cheetah) emerged slowly across age. Study 3 examined the mechanisms underlying these judgments, and found that participants of all ages viewed extreme exemplars as representative of novel animal categories when they learned that the variable features fulfilled category-specific adaptive needs, but not otherwise. Implications for developmental changes in conceptual structure and biological reasoning are discussed.
DOI: 10.17910/b7.645
title: Light Sound

description: videos of study play sessions
DOI: 10.17910/b7.646
title: Children's Stereotypes About Social Group Prevalence

description: Previous research has found that girls (ages 4-9) persist less on science tasks when they are introduced to these tasks with identity-focused language (e.g., asking children to “be scientists”) instead of action focused language (e.g., asking children to “do science”), but that this linguistic cue has more variable consequences for boys (sometimes helping them, sometimes impeding them, and sometimes having no consequence at all). This work also shows that neither general gender stereotypes nor gender stereotypes about science can explain the effects of language in previous work. Here we test an alternative hypothesis to explain the gendered effect of this language—that girls might be averse to identities or roles that position them as outliers, even if an outlier position is positive or advantageous. The present study tests this hypothesis by introducing children to a novel social group, which is either described as being statistically rare or common in the world. We examine whether the statistical prevalence (i.e., a cue to outlier status) of a social group influences children’s persistence in a related task, as well as their evaluations of their own skill at that task and their social judgments of others who do or do not belong to the target group. Overall, we expect that 4- and 5-year-old children are sensitive to the prevalence of social groups and that this information shapes their behavior and judgments. We expect that a novel social group’s statistical prevalence, whether group membership is described as rare or common, may influence the various outcomes outlined below. If children are indeed sensitive to group prevalence, we also expect that their interpretation of prevalence will influence the extent to which prevalence condition (rare vs. common) affects each dependent variable (e.g., a child who is told that group prevalence as rare might interpret that as so rare that only one individual in the world belongs to that group, or as less rare, such that anything less than a majority of individuals in the world belong to that group). Thus, in instances where there is an effect of condition (either a main effect, or an interaction with participant gender), we will conduct secondary analyses including prevalence ratings as a predictor in the model. This study tests the hypothesis that information about group prevalence will influence four- and five-year-old children’s beliefs about their own relation to the category. We will test how information influences children’s: (1) beliefs about whether they are members, (2) desire to be a member, and (3) persistence on a category-relevant task. We will also test for effects on children’s beliefs about category: (4) prestige, and (5) difficulty, and the extent to which they (6) form gender stereotypes about the category, and (7) incorporate information about the category into their social preferences.
DOI: 10.17910/b7.647
title: Quantifying sources of variability in infancy research using the infant-directed speech preference

description: research project as part of the ManyBabies project (MB1) participants: 16 normally developing German monolingual infants (6-9months) method: head turn preference procedure to assess preference for infant-directed speech over adult-directed speech file format: .mp4
DOI: 10.17910/b7.648
title: Reliable and Robust Infant Brain Responses During Face Learning

description: Raw EEG and Questionnaire data from the National Science Foundation Funded Infant EEG study.
DOI: 10.17910/b7.649
title: Equal Access - Pilot

description: Equal Access - Pilot
DOI: 10.17910/b7.650
title: Say Sorry - Immed Apol

description: Say Sorry - Immed Apol
DOI: 10.17910/b7.651
title: Say Sorry - Rest

description: Say Sorry - Rest
DOI: 10.17910/b7.655
title: Accuracy - Point

description: Accuracy - Point
DOI: 10.17910/b7.656
title: Accuracy - Point-Compare

description: Accuracy - Point-Compare
DOI: 10.17910/b7.657
title: Accuracy - Point-Memory

description: Accuracy - Point-Memory
DOI: 10.17910/b7.658
title: Accuracy - Speech

description: Accuracy - Speech
DOI: 10.17910/b7.659
title: Accuracy - Speech-Compare

description: Accuracy - Speech-Compare
DOI: 10.17910/b7.660
title: Accuracy - Speech-Memory

description: Accuracy - Speech-Memory
DOI: 10.17910/b7.662
title: Accuracy - Inaccuracy Stimuli

description: Accuracy - Inaccuracy Stimuli
DOI: 10.17910/b7.663
title: Ambiguity Studies - Amb Pref

description: Ambiguity Studies - Amb Pref
DOI: 10.17910/b7.664
title: Ambiguity Studies - Amb Pref Agency

description: Ambiguity Studies - Amb Pref Agency
DOI: 10.17910/b7.665
title: AudioFiles of Parents in Child Dependency Court

description: This volume contains audio-recorded interviews with parents from Dependency Court study
DOI: 10.17910/b7.671
title: ManyBabies 1: musdev-utm

description: These data are part of the large ManyBabies infant-directed speech multi-lab project. These data were collected at the University of Toronto Mississauga in the Music Development Lab. Infants are between 6 and 9 months of age, from middle-class Canadian families. These videos are from a head-turn preference procedure.
DOI: 10.17910/b7.672
title: Ambiguity Studies - Amb Pref Baseline

description: Ambiguity Studies - Amb Pref Baseline
DOI: 10.17910/b7.673
title: Ambiguity Studies - Amb Pref Failure

description: Ambiguity Studies - Amb Pref Failure
DOI: 10.17910/b7.686
title: Databrary & Datavyu Help Videos

description: This volume contains how-to video walk-throughs of various Databrary features, including: - Registering for access - Adding an affiliate - Creating a volume - Uploading data Video walkthrough for Datavyu include: -Datavyu components and playback -Using cells and coding spreadsheets -Using timestamps to time-lock events If you have a suggestion for a demo video, please email contact@databrary.org, info@datavyu.org, or leave a comment.
DOI: 10.17910/b7.687
title: SAD and talker role training corpus

description: datasets tested for the interspeech VM paper: aclewStarterEnglish+Sod2 (2.5h), DIHARD development and evaluation (10h), CAS (10h), Tsimane (9h). 2 more local datasets (Namibia ~20h, Vanuatu 3h), Pretzer & Warlaumont’s figshare New ACLEW datasets: SOD, WAR, BER
DOI: 10.17910/b7.689
title: PLoS study

description: 4-month-olds' looking times and exploratory activity in a study of infant mental rotation
DOI: 10.17910/b7.690
title: Changes in Visual Scanning Strategies Accompany the Acquisition of Perceptual Expertise

description: Accuracy data was measured on a serial image discrimination task. As a whole, the study examined changes in visual strategies (using an eye-tracker) that accompany the acquisition of perceptual expertise after basic- and subordinate-level training
DOI: 10.17910/b7.691
title: Ad-hoc pragmatic implicatures among Shipibo-Konibo children in the Peruvian Amazon

description: Example videos (mp4 format) of the study procedure described in "Procedure" of Fortier, M., Kellier, D., Flecha, M. F., & Frank, M.C. Ad-hoc pragmatic implicatures among Shipibo-Konibo children in the Peruvian Amazon (in prep). Data repository: github.com/langcog/amazon_pragmatics
DOI: 10.17910/b7.697
title: Slone&Johnson_Cognition2018_data

description: Looking times from typically-developing 8-month-old infants in a statistical learning study.
DOI: 10.17910/b7.699
title: Bezos NewFAMS Comparison Study

description: video data for Bezos study
DOI: 10.17910/b7.702
title: Dynamic Calibration Stimuli for Infant Eye-Tracking Experiments

description: This is a collection of videos that can be used as calibration stimuli for attracting infants' attention in eye-tracking experiments.
DOI: 10.17910/b7.703
title: Thinking Instructions

description: Do children enjoy entertaining themselves with their thoughts?
DOI: 10.17910/b7.705
title: Self‐generated variability in object images predicts vocabulary growth

description: We take a novel, objective approach to investigate the link between object manipulation and vocabulary development. Object names are a major component of early vocabularies and learning object names depends on being able to visually recognize objects in the world. However, the fundamental visual challenge of the moment-to-moment variations in object appearances that learners must resolve has received little attention in word learning research. We provide the first evidence that image-level object variability matters and may be the link that connects infant object manipulation to vocabulary development. Using head-mounted eye tracking, the present study objectively measured individual differences in the moment-to-moment variability of visual instances of the same object, from the first-person views of 22 15-month-old infants as they engaged in free-flowing toy play with six objects with their parent. We measured the frame-by-frame visual variability of objects on which infants fixated their gaze using a raw image measure: "mask orientation" (MO; orientation of the most elongated axis of the object pixels in the scene camera image). This measure is unencumbered by assumptions about the nature of varying object views or the specific forms of visual information that may be critical to object recognition. We also collected vocabulary measures via MacArthur-Bates Communicative Inventories (MCDIs) completed by parents when their infant was 15 and 21 months of age. Infants who generated more variable visual object images through manual object manipulation at 15 months of age experienced greater vocabulary growth over the next six months; other potential sources of object image variability, such as parent manipulation, and other measures of infants behavior, such as amount of object manipulation, did not predict vocabulary growth. These results provide a direct link from object manipulation to the variability of the visual information at the level of 2-dimensional images to later object name learning. The data contained in this volume include both raw frame-by-frame object manipulation and MO data, as well as the aggregated data and MCDIs for each subject that went into linear mixed effects models.
DOI: 10.17910/b7.706
title: Dornröschen 3

description: Study examining infants' interactions with 2D and 3D natural and non-natural objects in a social context.
DOI: 10.17910/b7.707
title: Using EEG, Head-Mounted Eye Tracking, Motion Tracking, and Video to Study Human Development

description: Here we describe an innovative, integrative protocol that addresses the challenges of simultaneously using four recording technologies (EEG, head-mounted eye tracking, motion tracking, and video) to assess the neurophysiological factors underlying goal-directed behavior. This protocol is used successfully with adults and preschool-aged children and can be used in conjunction with any manual or locomotor task. To illustrate, we provide an example of a study on problem solving with a manual tool use task. The EEG and eye tracking revealed motor planning and its absence prior to the first movement. The motion tracking and video revealed the efficiency of participants' problem-solving strategies.
DOI: 10.17910/b7.708
title: Maternal Support To be Coded

description: tasks-discipline coding
DOI: 10.17910/b7.709
title: XXI ICIS 2018 Philadelphia Invited Program

description: Databrary is pleased to share recordings of most of the invited program from the XXI International Congress on Infant Studies, held in Philadelphia, PA from June 30-July 3, 2018. SATURDAY, JUNE 30 We’ve come a long way, baby! ICIS at 40 and beyond Kim Boller, Ellen Galinsky SUNDAY, JULY 1 Invited Speaker: Play in infancy: A foundation for development and learning Victoria Leong, Justine Howard, Kathy Hirsh-Pasek, Roberta Golinkoff Presidential symposium: The urgent work of bridging gaps between communications and the learning sciences Lisa Guernsey, Brenda Jones Harden, Marcela Peña, Alison Wilder, Michael Yogman Presidential Address: Building bridges: Why science, practice, journalism and policy should play together Kathy Hirsh-Pasek, Roberta Golinkoff MONDAY, JULY 2 Keynote speaker: The growth and prospects for continued increases in public support for early care and education programs Ron Haskins Invited speaker: Raising hurricanes: Insights from the science and complexity of child development Yuko Munakata Keynote speaker: Early language learning: A focus on mechanisms Patricia Kuhl Invited speaker: What makes the human infant mind so special: Insights from non-human animals Laurie Santos TUESDAY, JULY 3 Keynote speaker: From spoken to written language : Literacy and human brain plasticity Stan Dehaene Invited panel: Life after (and during) administration: The costs and benefits of service to the field Dick Aslin, Sarah Mangelsdorf, Laura Namy Invited speaker: Developmental relational science into practice Dick Aslin, Sarah Mangelsdorf, Laura Namy
DOI: 10.17910/b7.710
title: ManyBabies1: ICCL-BC

description: This data is part of the ManyBabies 1 project
DOI: 10.17910/b7.711
title: Jirout Lab Measures

description: These are measures that have been used in various studies in Jamie Jirout's research. They are available to be used by request and may be modified as desired. Please include databrary citation if you use them, or the provided citation if one is given.
DOI: 10.17910/b7.712
title: Montessori Teaching

description: Films from the Montessori Teaching study: Conventional demonstration and Montessori demonstration.
DOI: 10.17910/b7.714
title: ManyBabies 1: BabyLab-UCLA_Johnson

description: These are video records for the Many Babies 1 study.
DOI: 10.17910/b7.715
title: ManyBabies 1: callab

description: These data are part of the ManyBabies 1 (infant-directed speech) multi-lab study. All data were collected at the University of Chicago's Communication and Learning Lab. The infants are between the ages of 9 and 15 months of age. Data were collected using eye-tracking and videos are recorded via webcam sitting atop the computer monitor.
DOI: 10.17910/b7.717
title: Self-directed learning by preschoolers in a naturalistic overhearing context

description: Experiment 1: 3-4.5-year-olds 2 conditions: Overhearing (phone call; halfalogue), Pedagogical (direct instruction) Experiment 2: 4.5-6-year-olds 2 conditions: Overhearing (phone call; halfalogue), Pedagogical (direct instruction) Experiment 3: 3-4.5-year-olds 1 condition: Overhearing (phone call on speaker phone; dialogue)
DOI: 10.17910/b7.718
title: Fiction Preferences: Anthropomorphism and Fantasy

description: Do children prefer storybooks with anthropomorphized characters over storybooks with animal characters? And do children prefer fantastical storybooks to realistic storybooks?
DOI: 10.17910/b7.719
title: Prediction

description: Video data from 4- and 5-year-old participants
DOI: 10.17910/b7.721
title: ManyBabies 1: UdS-DevPsych

description: These data are part of the large ManyBabies 1 project. In this multi-lab study infant-directed speech was studied. These data were collected at Saarland University, Developmental Psychology Unit, Germany. This video is from a single screen central fixation procedure.
DOI: 10.17910/b7.722
title: Abstract rule learning

description: Excel spreadsheet with each infant's age, sex, condition, test order, and looking times
DOI: 10.17910/b7.723
title: Children's Play in the Digital Age: Toys, Children’s Entertainment and the Digital- Material Dialectic

description: Video data of parent-child dyads where child plays with two different games/toys in both their digital and traditional versions
DOI: 10.17910/b7.724
title: Play & Learning Across a Year (PLAY) Project Summit (2018-06-29 Philadelphia)

description: This project shares materials related to the 2018-06-29 PLAY Project summit held prior to the 2018 International Congress for Infant Studies (ICIS) meeting in Philadelphia.
DOI: 10.17910/b7.725
title: Manybabies 1: bounbcl

description: The data are part of ManyBabies 1 project and are collected from 12-15 months-old monolingual Turkish hearing infants.
DOI: 10.17910/b7.726
title: Do embodiment and fictionality affect young children’s learning?

description: Preschool children aged 3-5 are randomly assigned to 1) read stories 2) play with puppets 3) play in costume. During the play/stories they are given information regarding reality status. They are then tested for fiction/reality reasoning and memory for facts presented within the stories.
DOI: 10.17910/b7.727
title: ManyBabies1: unlv-musiclab

description: Experiment: ManyBabies1 project investigating infant preference for infant-directed speech over adult-directed speech Set-Up: Single Screen Habituation Participants: 3- to 6- month-olds Data Included: raw videos from experiment sessions
DOI: 10.17910/b7.728
title: ManyBabies 1: lscp-ens

description: Video files of test subjects for ManyBabes experiment.
DOI: 10.17910/b7.729
title: Spatial Apps

description: A comparison of mother-child interactions while using physical and digital versions of spatial toys (blocks and puzzles).
DOI: 10.17910/b7.730
title: Romanian Bobo

description: Romanian Bobo
DOI: 10.17910/b7.733
title: Prediction V2

description: Videos of 4- and 5-year-olds participating in this study
DOI: 10.17910/b7.734
title: Prediction V3

description: Video data of 4- and 5-year-old participants
DOI: 10.17910/b7.735
title: Excerpt: Postural, Visual, and Manual Coordination in the Development of Prehension

description: This experiment investigated real-time and developmental cascades of postural, visual, and manual actions for object prehension in 38 6- to 12-month-old infants and 8 adults. Participants’ task was to retrieve a toy as they spun past it at different speeds on a motorized chair. Head-mounted eye trackers recorded visual actions and video captured postural and manual actions. Prehension performance decreased at faster speeds. Prehension played out in a sequence of postural-visual-manual behaviors—first turning the head, then bringing the toy into the field of view, then lifting a hand toward the toy, and then visually fixating the toy prior to contact and retrieval. More efficient planning of manual actions and more sitting experience were related to better prehension performance.
DOI: 10.17910/b7.736
title: Understanding Exploration-Exploitation Trade offs, CogSci 2018

description: Videos of talks presented at the CogSci 2018 pre-conference workshop "Understanding Exploration-Exploitation Trade offs". Organized by Drs. Elizabeth Bonawitz, Celeste Kidd, and Alison Gopnik. Videos uploaded as .mp4 video files.
DOI: 10.17910/b7.738
title: Immersive Virtual Reality technology as a Problem-Solving Learning Tool for Children.

description: Children playing a problem-solving game using Virtual reality and Ipads. Description: The research project will investigate how Immersive Virtual Environment Technologies (IVET) can be used as a tool to boost children’s solving problem ability. The project will explore the level of engagement, enjoyment, sense of presence and performance between a problem-solving game display in a VR environment and a problem-solving game using a tablet app. The outcomes of this study could result in a transformation of the teaching approaches and techniques. The aims are: • Investigate if IVET can boost children cognition by allowing them to understand better the task and the environment, resulting in fewer errors while they resolve a problem-solving activity, by comparing their performance to children using a tablet app with the same problem-solving game. • Investigate if children using IVET can transfer the learning from the IVET condition to the “real-life condition” (physical game) better (committing fewer errors) than the children using the tablet app.
DOI: 10.17910/b7.740
title: Dominance Looking Time

description: xx
DOI: 10.17910/b7.744
title: Ambiguity Studies - Amb Pref Feedback

description: Ambiguity Studies
DOI: 10.17910/b7.745
title: Ambiguity Studies - Amb Pref No Info

description: Ambiguity Studies
DOI: 10.17910/b7.746
title: Ambiguity Studies - Amb Pref Success

description: Ambiguity Studies
DOI: 10.17910/b7.747
title: Amb Pref Feedback

description: Ambiguity Studies
DOI: 10.17910/b7.748
title: Ambiguity Studies - Amb Search

description: Ambiguity Studies
DOI: 10.17910/b7.750
title: Ambiguity Studies - Ambiguity Pilot V2

description: Ambiguity Studies
DOI: 10.17910/b7.751
title: True Negatives

description: True Negatives Sutdies
DOI: 10.17910/b7.752
title: Heuristics - Confidence

description: Heuristics - Confidence
DOI: 10.17910/b7.753
title: Heuristics - Easy Hard NO INDUCTION

description: Heuristics - Easy Hard NO INDUCTION
DOI: 10.17910/b7.754
title: Heuristics - Easy Hard

description: Heuristics - Easy Hard
DOI: 10.17910/b7.755
title: Trade-Off

description: Trade-Off
DOI: 10.17910/b7.756
title: Play Inclusion and Exclusion

description: N/A
DOI: 10.17910/b7.757
title: Trade-Off Quality

description: Trade-Off Quality