Building a collaborative psychological science: Lessons learned from ManyBabies 1.

Byers‐Heinlein, Krista; Bergmann, Christina; Davies, Catherine; Frank, Michael C.; Hamlin, J. Kiley; Kline, Melissa; Kominsky, Jonathan F.; Kosie, Jessica E.; Lew‐Williams, Casey; Liu, Liquan; Mastroberardino, Meghan; Singh, Leher; Waddell, Connor; Zettersten, Martin; Söderström, Mélanie

doi:10.1037/cap0000216

Cited by 68 publications

(46 citation statements)

References 30 publications

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“…Given that this was the first study to recruit and test bilingual infants at such a large scale and at so many sites, we encountered several challenges (see also Byers-Heinlein et al, 2020, for a fuller discussion of challenges in planning and conducting ManyBabies 1). First, several laboratories were not able to recruit the number of bilingual infants originally planned.…”

Section: Discussionmentioning

confidence: 99%

A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech

Byers‐Heinlein

Tsui

Bergmann

et al. 2021

Advances in Methods and Practices in Psychological Science

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From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) compared with adult-directed speech (ADS). Yet IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multisite study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants’ IDS preference. As part of the multilab ManyBabies 1 project, we compared preference for North American English (NAE) IDS in lab-matched samples of 333 bilingual and 384 monolingual infants tested in 17 labs in seven countries. The tested infants were in two age groups: 6 to 9 months and 12 to 15 months. We found that bilingual and monolingual infants both preferred IDS to ADS, and the two groups did not differ in terms of the overall magnitude of this preference. However, among bilingual infants who were acquiring NAE as a native language, greater exposure to NAE was associated with a stronger IDS preference. These findings extend the previous finding from ManyBabies 1 that monolinguals learning NAE as a native language showed a stronger IDS preference than infants unexposed to NAE. Together, our findings indicate that IDS preference likely makes similar contributions to monolingual and bilingual development, and that infants are exquisitely sensitive to the nature and frequency of different types of language input in their early environments.

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Section: Discussionmentioning

confidence: 99%

A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech

Byers‐Heinlein

Tsui

Bergmann

et al. 2021

Advances in Methods and Practices in Psychological Science

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“…Although some researchers may find it more challenging than others to conduct large studies on their own or to engage in large-scale collaborations, it is important to consider the value of carrying out research that may not be sufficiently powered in the first place (Brysbaert, 2020;Oakes, 2017). In recent years, more opportunities to take part in such large-scale collaborations have become available, and often do not require extensive resources to join (e.g., Byers-Heinlein et al, 2020;Frank et al, 2017;ManyBabies Consortium, 2020). Similarly, open science practices such as open sharing of stimuli and protocols between researchers can be useful in identifying procedures and materials (e.g., novel objects, number of trials, etc.)…”

Section: Discussionmentioning

confidence: 99%

Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities

Gonzalez-Barrero¹,

Ben²,

Killam³

et al. 2021

Preprint

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Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 155) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. To support word learning, novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would exhibit greater word–object learning when they were more familiar with the language of the sentence frame. Using both traditional (t-tests) and updated (linear mixed-effects models) analyses, we found no evidence for successful word learning, nor an effect of familiarity. Our results suggest that word learning in experimental settings can be challenging for 14-month-olds, even when sentence frames are provided. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning.

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“…Second, rule learning is expected to be more universal in its expression than the preference for IDS, which is thought to vary based on infants' own linguistic experiences (ManyBabies consortium, 2020;Byers-Heinlein et al, 2020). By examining a (theoretically) universal phenomenon, we will be able to better tease apart methodological factors from population-specific factors (which may be heavily confounded across laboratories).…”

Section: Rule Learning In Manybabiesmentioning

confidence: 99%

Many babies 3 rule learning - Stage 1 Registered Report - In principle acceptance

Visser¹,

Geambaşu²,

Bergmann³

et al. 2021

Preprint

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The ability to learn and apply rules lies at the heart of cognition. In a seminal study, Marcus, Vijayan, Rao, and Vishton (1999) reported that seven-month-old infants learned abstract rules over syllable sequences and were able to generalize those rules to novel syllable sequences. Dozens of studies have since extended on that research using different rules, modalities, stimuli, participants (human adults and non-human animals) and experimental procedures. Yet questions remain about the robustness of Marcus et al.’s (1999) core findings, as the presence of significant learning effects has been mixed. In the current study, we aimed to address this issue by testing XX infants of a wide age range (5;0-12;0 months) in a multi-laboratory (XX laboratories) replication of the Marcus et al. (1999) study.

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Building a collaborative psychological science: Lessons learned from ManyBabies 1.

Cited by 68 publications

References 30 publications

A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech

A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech

Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities

Many babies 3 rule learning - Stage 1 Registered Report - In principle acceptance

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