Evidence for Infant-directed Speech Preference Is Consistent Across Large-scale, Multi-site Replication and Meta-analysis.

There is substantial evidence that infants prefer infant-directed speech (IDS) to adult-directed speech (ADS). The strongest evidence for this claim has come from two large-scale investigations: i) a community-augmented meta-analysis of published behavioral studies and ii) a large-scale multi-lab replication study. In this paper, we aim to improve our understanding of the IDS preference and its boundary conditions by combining and comparing these two data sources across key population and design characteristics of the underlying studies.

Infant-directed communication: Examining the many dimensions of everyday caregiver-infant interactions.

Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants' experiences, often focusing on one or two communicative signals (e.g.

Patterns of language switching and bilingual children's word learning: An experiment across two communities.

Language switching is common in bilingual environments, including those of many bilingual children. Some bilingual children hear rapid switching that involves immediate translation of words (an '' pattern), while others hear their languages most often in long blocks of a single language (a '' pattern). Our two-site experimental study compared two groups of developing bilinguals from different communities, and investigated whether differences in the timing of language switching impose different demands on bilingual children's learning of novel nouns in their two languages: do children learn differently if they hear a translation immediately vs.

Open Science Considerations for Descriptive Research in Developmental Science.

Descriptive developmental research seeks to document, describe, and analyze the conditions under which infants and children live and learn. Here, we articulate how open-science practices can be incorporated into descriptive research to increase its transparency, reliability, and replicability. To date, most open-science practices have been oriented toward experimental rather than descriptive studies, and it can be confusing to figure out how to translate open-science practices (e.

Using preregistration as a tool for transparent fNIRS study design.

Significance: The expansion of functional near-infrared spectroscopy (fNIRS) methodology and analysis tools gives rise to various design and analytical decisions that researchers have to make. Several recent efforts have developed guidelines for preprocessing, analyzing, and reporting practices. For the planning stage of fNIRS studies, similar guidance is desirable.

Post-publication critique at top-ranked journals across scientific disciplines: a cross-sectional assessment of policies and practice.

Journals exert considerable control over letters, commentaries and online comments that criticize prior research (post-publication critique). We assessed policies (Study One) and practice (Study Two) related to post-publication critique at 15 top-ranked journals in each of 22 scientific disciplines ( = 330 journals). Two-hundred and seven (63%) journals accepted post-publication critique and often imposed limits on length (median 1000, interquartile range (IQR) 500-1200 words) and time-to-submit (median 12, IQR 4-26 weeks).

Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?

Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn.

Dwell times showcase how goal structure informs preschoolers' analysis of unfolding motion patterns.

Using Hard et al.'s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5-4.

Building a collaborative Psychological Science: Lessons learned from ManyBabies 1.

The field of infancy research faces a difficult challenge: some questions require samples that are simply too large for any one lab to recruit and test. ManyBabies aims to address this problem by forming large-scale collaborations on key theoretical questions in developmental science, while promoting the uptake of Open Science practices. Here, we look back on the first project completed under the ManyBabies umbrella - ManyBabies 1 - which tested the development of infant-directed speech preference.

Estimating the Prevalence of Transparency and Reproducibility-Related Research Practices in Psychology (2014-2017).

Psychologists are navigating an unprecedented period of introspection about the credibility and utility of their discipline. Reform initiatives emphasize the benefits of transparency and reproducibility-related research practices; however, adoption across the psychology literature is unknown. Estimating the prevalence of such practices will help to gauge the collective impact of reform initiatives, track progress over time, and calibrate future efforts.

A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech.

From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference.

How Does the Mind Render Streaming Experience as Events?

Events-the experiences we think we are having and recall having had-are constructed; they are not what actually occurs. What occurs is ongoing dynamic, multidimensional, sensory flow, which is somehow transformed via psychological processes into structured, describable, memorable units of experience. But what is the nature of the redescription processes that fluently render dynamic sensory streams as event representations? How do such processes cope with the ubiquitous novelty and variability that characterize sensory experience? How are event-rendering skills acquired and how do event representations change with development? This review considers emerging answers to these questions, beginning with evidence that an implicit tendency to monitor predictability structure via statistical learning is key to event rendering.

Attentional profiles linked to event segmentation are robust to missing information.

Everyday experience consists of rapidly unfolding sensory information that humans redescribe as discrete events. Quick and efficient redescription facilitates remembering, responding to, and learning from the ongoing sensory flux. Segmentation seems key to successful redescription: the extent to which viewers can identify boundaries between event units within continuously unfolding activities predicts both memory and action performance.

Attention rapidly reorganizes to naturally occurring structure in a novel activity sequence.

Fluent event processing involves selectively attending to information-rich regions within dynamically unfolding sensory streams (e.g., Newtson, 1973).