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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE, vol 3, iss 1 (2020)
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A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building.
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Quantifying sources of variability in infancy research using the infant-directed-speech preference
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Krieger, Andrea A.; Alcock, Katherine J.; Levelt, Claartje; Hamlin, J. Kiley; Choi, Mihye; Lippold, Matthias; Brady, Shannon M.; Ferry, Alissa; Leservoisier, Chloe; Houston, Derek M.; Dixon, Kate C.; Lany, Jill; Aschersleben, Gisa; Floccia, Caroline; Junge, Caroline; Jakobsen, Krisztina V.; De Ruiter, Laura; Ferguson, Brock; Klassen, Kelsey; Brown, Anna; Davies, Catherine; Itakura, Shoji; Liszkowski, Ulf; Foley, Megan; Blything, Ryan; Braun, Bettina; Howard, Lauren H.; Fritzsche, Tom; Fikkert, Paula; Hahn, Laura E.; Hay, Jessica F.; Kominsky, Jonathan F.; Cristia, Alejandrina; Frost, Rebecca L.; Christodoulou, Joan; Baldwin, Dare; Gupta, Anna; Cordes, Sara; Lee, Michelle; Lew-Williams, Casey; Bergmann, Christina; Frank, Michael C.; Karadag, Didar; Havron, Naomi; Gonzalez-Gomez, Nayeli; Barbu, Stephanie; Durier, Virginie; Kosie, Jessica E.; Hannon, Erin E.; Johnson, Scott P.; Cashon, Cara; Dinakar, Dhanya; Bolitho, Petra; Jarto, Marianna; De Klerk, Maartje; Kline, Melissa; Cusack, Rhodri; Delle Luche, Claire; Bergelson, Elika; Arias-Trejo, Natalia; Conte, Stefania; Fennell, Christopher; Gampe, Anja; Liu, Liquan (R18335); Campbell, Linda E.; Keren-Portnoy, Tamar; Ko, Eon-Suk; Flanagan, Teresa; Hernik, Mikolaj; Gervain, Judit; Durrant, Samantha; Lazo, Roberto J.; Cox, Christopher; Kellier, Danielle J.; Borovsky, Arielle; Cirelli, Laura K.; Kartushina, Natalia; Bohland, Maximilian P.; Black, Alexis K.; Ishikawa, Mitsuhiko; Krieger, Florian; Jackson, Iain; Byers-Heinlein, Krista; Kragness, Haley E.; Hohle, Barbara. - : U.S., Sage Publications, 2020
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Abstract:
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35, 95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure. (This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 798658.)
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Keyword:
470402 - Child language acquisition
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URL: http://hdl.handle.net/1959.7/uws:59630 https://doi.org/10.1177/2515245919900809
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Building a collaborative psychological science : lessons Learned from ManyBabies 1
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Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message
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In: MIT Press (2019)
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Young children choose informative referring expressions to describe the agents and patients of transitive events ...
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Partial Truths: Adults choose to mention agents and patients in proportion to informativity, even if it doesn’t fully disambiguate the message (Kline, Schulz & Gibson) ...
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Linking language and events: Spatiotemporal cues drive children's expectations about the meanings of novel transitive verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Preprint-Word order patterns in gesture are sensitive to modality-specific production constraints ...
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A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs
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In: Prof. Shultz (2016)
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs
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Who did what to whom : developmental perspectives on the meaning and communication of transitive events ; Developmental perspectives on the meaning and communication of transitive events
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Kline, Melissa (Melissa Elizabeth). - : Massachusetts Institute of Technology, 2015
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