Browsing by Subject "open data"

Now showing 1 - 4 of 4
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    Concern for Group Reputation Increases Prosociality in Young Children.
    (Psychol Sci, 2018-02) Engelmann, Jan M; Herrmann, Esther; Tomasello, Michael
    The motivation to build and maintain a positive personal reputation promotes prosocial behavior. But individuals also identify with their groups, and so it is possible that the desire to maintain or enhance group reputation may have similar effects. Here, we show that 5-year-old children actively invest in the reputation of their group by acting more generously when their group's reputation is at stake. Children shared significantly more resources with fictitious other children not only when their individual donations were public rather than private but also when their group's donations (effacing individual donations) were public rather than private. These results provide the first experimental evidence that concern for group reputation can lead to higher levels of prosociality.
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    Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
    (Advances in Methods and Practices in Psychological Science, 2020-03) Frank, MC; Alcock, KJ; Arias-Trejo, N; Aschersleben, G; Baldwin, D; Barbu, S; Bergelson, E; Bergmann, C; Black, AK; Blything, R; Böhland, MP; Bolitho, P; Borovsky, A; Brady, SM; Braun, B; Brown, A; Byers-Heinlein, K; Campbell, LE; Cashon, C; Choi, M; Christodoulou, J; Cirelli, LK; Conte, S; Cordes, S; Cox, C; Cristia, A; Cusack, R; Davies, C; de Klerk, M; Delle Luche, C; de Ruiter, L; Dinakar, D; Dixon, KC; Durier, V; Durrant, S; Fennell, C; Ferguson, B; Ferry, A; Fikkert, P; Flanagan, T; Floccia, C; Foley, M; Fritzsche, T; Frost, RLA; Gampe, A; Gervain, J; Gonzalez-Gomez, N; Gupta, A; Hahn, LE; Hamlin, JK; Hannon, EE; Havron, N; Hay, J; Hernik, M; Höhle, B; Houston, DM; Howard, LH; Ishikawa, M; Itakura, S; Jackson, I; Jakobsen, KV; Jarto, M; Johnson, SP; Junge, C; Karadag, D; Kartushina, N; Kellier, DJ; Keren-Portnoy, T; Klassen, K; Kline, M; Ko, ES; Kominsky, JF; Kosie, JE; Kragness, HE; Krieger, AAR; Krieger, F; Lany, J; Lazo, RJ; Lee, M; Leservoisier, C; Levelt, C; Lew-Williams, C; Lippold, M; Liszkowski, U; Liu, L; Luke, SG; Lundwall, RA; Cassia, VM; Mani, N; Marino, C; Martin, A; Mastroberardino, M; Mateu, V; Mayor, J; Menn, K; Michel, C; Moriguchi, Y; Morris, B; Nave, KM; Nazzi, T
    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.
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    Teaching Neuroscience: Reviving Neuroanatomy, Notes on the 2022 Society for Neuroscience Professional Development Workshop on Teaching.
    (Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2022-01) Casimo, Kaitlyn; Fanselow, Erika E; Nahmani, Marc; White, Leonard E; Grisham, William
    Students often find neuroanatomy a daunting exercise of rote memorization in a dead language. This workshop was designed to enliven the teaching of neuroanatomy. We recast the topic by extending it to the cellular and sub-cellular levels, animating it by learning to build a brain, and infusing the topic with the lively arts. Due to COVID's interference with the usual schedule of Society for Neuroscience (SfN) events, the 2021 Professional Development Workshop on Teaching was held as a webinar on April 12, 2022 with a follow-up question and answer session on June 7. In this workshop, not only were innovative teaching methods presented, but also the very definition of neuroanatomy was pushed to the limits-even reaching into the molecular and subcellular level. The presenters provided means of engaging students that were no cost, low cost, or well within the reach of most academic institutions. Judging by the attendance, this webinar was quite successful in its goals. Our speakers presented exciting and varied approaches to teaching neuroanatomy. Kaitlyn Casimo presented how the vast resources of the Allen Institute could be employed. Marc Nahmani described how open data resources could be utilized in creating a Course-Based Undergraduate Research Experience (CURE) on neural microanatomy. Erika Fanselow presented novel ways to overcome one of students' big hurdles in grasping neuroanatomy: understanding 3-D relationships. Len White described a creative approach in teaching neuroanatomy by incorporating the humanities, particularly art and literature. This article presents synopses of the presentations, which are written by the four presenters. Additionally, prompted by questions from the viewers, we have constructed a table of our favorite resources. A video of the original presentations as well as links to the subsequent Q & A sessions is available at https://neuronline.sfn.org/training/teaching-neuroscience-reviving-neuroanatomy/.
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    The 2017 Bioinformatics Open Source Conference (BOSC).
    (F1000Research, 2017-01) Harris, Nomi L; Cock, Peter JA; Chapman, Brad; Fields, Christopher J; Hokamp, Karsten; Lapp, Hilmar; Munoz-Torres, Monica; Tzovaras, Bastian Greshake; Wiencko, Heather
    The Bioinformatics Open Source Conference (BOSC) is a meeting organized by the Open Bioinformatics Foundation (OBF), a non-profit group dedicated to promoting the practice and philosophy of Open Source software development and Open Science within the biological research community. The 18th annual BOSC ( http://www.open-bio.org/wiki/BOSC_2017) took place in Prague, Czech Republic in July 2017. The conference brought together nearly 250 bioinformatics researchers, developers and users of open source software to interact and share ideas about standards, bioinformatics software development, open and reproducible science, and this year's theme, open data. As in previous years, the conference was preceded by a two-day collaborative coding event open to the bioinformatics community, called the OBF Codefest.