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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference

2020; SAGE Publishing; Volume: 3; Issue: 1 Linguagem: Inglês

10.1177/2515245919900809

2515-2467

Michael C. Frank, Katie Alcock, Natalia Arias‐Trejo, Gisa Aschersleben, Dare A. Baldwin, Stéphanie Barbu, Elika Bergelson, Christina Bergmann, Alexis K. Black, Ryan Blything, Maximilian P. Böhland, Petra Bolitho, Arielle Borovsky, Shannon M. Brady, Bettina Braun, Anna Brown, Krista Byers‐Heinlein, Linda Campbell, Cara H. Cashon, Mihye Choi, Joan Christodoulou, Laura K. Cirelli, Stefania Conte, Sara Cordes, Christopher Martin Mikkelsen Cox, Alejandrina Cristià, Rhodri Cusack, Catherine Davies, Maartje de Klerk, Claire Delle Luche, Laura de Ruiter, Dhanya Dinakar, Kate C. Dixon, Virginie Durier, Samantha Durrant, Christopher T. Fennell, Brock Ferguson, Alissa L. Ferry, Paula Fikkert, Teresa Flanagan, Caroline Floccia, Megan Foley, Tom Fritzsche, Rebecca Louise Ann Frost, Anja Gampe, Judit Gervain, Nayeli Gonzalez‐Gomez, Anna Gupta, Laura E. Hahn, J. Kiley Hamlin, Erin E. Hannon, Naomi Havron, Jessica Hay, Mikołaj Hernik, Barbara Höhle, Derek M. Houston, Lauren H. Howard, Mitsuhiko Ishikawa, Shoji Itakura, Iain Jackson, Krisztina V. Jakobsen, Marianna Jartó, Scott P. Johnson, Caroline Junge, Didar Karadağ, Natalia Kartushina, Danielle Kellier, Tamar Keren‐Portnoy, Kelsey Klassen, Melissa Kline, Eon-Suk Ko, Jonathan F. Kominsky, Jessica E. Kosie, Haley E. Kragness, Andrea A. R. Krieger, Florian Krieger, Jill Lany, Roberto J. Lazo, Michelle Lee, Chloé Leservoisier, Clara C. Levelt, Casey Lew‐Williams, Matthias Lippold, Ulf Liszkowski, Liquan Liu, Steven G. Luke, Rebecca A. Lundwall, Viola Macchi Cassia, Nivedita Mani, Caterina Marino, Alia Martin, Meghan Mastroberardino, Victoria Mateu, Julien Mayor, Katharina Menn, Christine Michel, Yusuke Moriguchi, Benjamin Morris, Karli Nave, Thierry Nazzi, Claire Noble, Miriam A. Novack, Nonah M. Olesen, Adriel John Orena, Mitsuhiko Ota, Robin Panneton, Sara Parvanezadeh Esfahani, Markus Paulus, Carolina Pletti, Linda Polka, Christine Potter, Hugh Rabagliati, Sasvath Ramachandran, Jennifer L. Rennels, Greg D. Reynolds, Kelly C. Roth, Charlotte Rothwell, Doroteja Rubez, Yana Ryjova, Jenny R. Saffran, Ayumi Sato, Sophie Savelkouls, Adena Schachner, Graham Schafer, Melanie S. Schreiner, Amanda Seidl, Mohinish Shukla, Elizabeth A. Simpson, Leher Singh, Barbora Skarabela, Gaye Soley, Megha Sundara, Anna Theakston, Abbie Thompson, Laurel J. Trainor, Sandra E. Trehub, Anna S. Trøan, Angeline Tsui, Katherine E. Twomey, Katie Von Holzen, Yuanyuan Wang, Sandra Waxman, Janet F. Werker, Stephanie Wermelinger, Alix Woolard, Daniel Yurovsky, Katharina Zahner, Martin Zettersten, Mélanie Söderström,

Early Childhood Education and Development

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.