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The importance of the language environment in influencing language outcomes is well known, but few studies have addressed the contextual factors that influence the amount of speech heard and vocalizations produced by a young child under naturalistic conditions. We analyze effects of type of activity engaged in by the child and time of day on quantitative measures of the language environment. We found effects of both activity and time of day. Structured activities generated the highest levels of adult language, but not necessarily the most child vocalizations. Home and daycare environments looked overall very similar on these measures, however there were important differences across the two environments with respect to the specific effects of activity and time of day.

PurposeBoth practitioners and scholars recognize that school resource officers (SROs) need specialized training for their positions. However, research into SRO training is limited, and thus, little is known surrounding the content and effectiveness of available training. This study aimed to explore SRO training in a Florida school district.Design/methodology/approachQualitative data collection included participant observations of five required trainings and interviews with SROs and their supervisors (n = 43). Qualitative description and thematic analysis were used to analyze the data.FindingsDescriptions of training content and facilitation are provided. Three themes were identified conveying problems with the training including an inefficient use of training time, lack of participant engagement and an omission of topics critical to the SRO position. The findings suggest that SRO programs need to consider the time devoted to training, the needs of their SROs and expectations for training.Originality/valueThis is the first study using both field research and interviews to investigate the underexplored topic of SRO training.

The field of infancy research faces a difficult challenge: Some questions require samples that are simply too large for any 1 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. Our goal is to share the lessons learned over the course of the project and to articulate our vision for the role of large-scale collaborations in the field. First, we consider the decisions made in scaling up experimental research for a collaboration involving 100+ researchers and 70+ labs. Next, we discuss successes and challenges over the course of the project, including the following: protocol design and implementation, data analysis, organisational structures and collaborative workflows, securing funding, and encouraging broad participation in the project. Finally, we discuss the benefits we see both in ongoing ManyBabies projects and in future large-scale collaborations in general, with a particular eye toward developing best practices and increasing growth and diversity in infancy research and psychological science in general. Throughout the article, we include first-hand narrative experiences to illustrate the perspectives of researchers playing different roles within the project. Although this project focused on the unique challenges of infant research, many of the insights we gained can be applied to large-scale collaborations across the broader field of psychology. Le domaine de la recherche sur la petite enfance fait face à un défi d'envergure : certaines questions exigent des échantillons qui sont tout simplement trop volumineux pour un laboratoire en fait de recrutement et de tests. ManyBabies a pour objectif de résoudre ce problème en formant des collaborations à grande échelle sur des questions théoriques clés de la science du développement, tout en favorisant l'adoption des pratiques de science ouverte. Ici, nous revenons sur le premier projet réalisé sous l'égide de ManyBabies, soit ManyBabies 1, qui a mis à l'essai le développement de la préférence pour la parole dirigée vers l'enfant. Notre objectif est de partager les leçons apprises au cours du projet et d'articuler notre vision du rôle des collaborations à grande échelle sur le terrain. Tout d'abord, nous considérons les décisions prises pour mettre à l'échelle la recherche expérimentale en vue d'une collaboration impliquant plus de 100 chercheurs dans plus de 70 laboratoires. Ensuite, nous discutons des réussites et des problèmes rencontrés tout au long du projet, notamment la conception et la mise en œuvre du protocole, l'analyse des données, les structures organisationnelles et les flux de travail collaboratifs, l'obtention de financement et l'encouragement de la participation générale au projet. Enfin, nous discutons des bienfaits que nous constatons dans les projets en cours de ManyBabies et dans les futures collaborations à grande échelle en général, en ayant un objectif particulier de développer des pratiques exemplaires et d'accroître la croissance et la diversité dans la recherche sur la petite enfance et la science psychologique en général. Tout au long de l'article, nous incluons des expériences directes narratives pour illustrer les perspectives des chercheurs ayant à jouer différents rôles dans le projet. Bien que ce projet se concentre sur les défis uniques de la recherche sur la petite enfance, bon nombre des connaissances que nous avons acquises peuvent être appliquées à des collaborations à grande échelle dans le domaine plus large de la psychologie. Public Significance Statement ManyBabies is a large-scale collaboration across infant research labs, focusing on replicating important findings in infant research, as well as developing and modelling best practices, such as preregistration, open materials, and open data. ManyBabies further aims to increase growth and diversity both within infancy research and in psychological science in general. This paper shares \"lessons learned\" from our first project-ManyBabies 1-which involved 100+ researchers and 70+ labs. Lessons emerged from different aspects of our collaboration, ranging from coordination challenges and operational practices to considerations for study design and data collection. The insights we gained can be applied to future collaborations in psychology at both small and large scales.

A decade of ManyBabies research, testing thousands of babies across hundreds of labs, has shown that some, but not all findings in infant research replicate well. Collectively, these projects have shown us that our methods carry limitations that larger samples alone cannot resolve. Here we present three lessons that point toward a more reliable, inclusive developmental science. A decade of ManyBabies research, testing thousands of babies across hundreds of labs, has shown that some, but not all findings in infant research replicate well. Collectively, these projects have shown that current methods carry limitations that larger samples alone cannot resolve. Here three lessons that point toward a more reliable, inclusive developmental science are presented.

Background The prevalence of maternal depression and anxiety has increased during the COVID-19 pandemic, and pregnant individuals are experiencing concerningly elevated levels of mental health symptoms worldwide. Many individuals may now be at heightened risk of postpartum mental health disorders. There are significant concerns that a cohort of children may be at-risk for impaired self-regulation and mental illness due to elevated exposure to perinatal mental illness. With both an increased prevalence of depression and limited availability of services due to the pandemic, there is an urgent need for accessible eHealth interventions for mothers of young children. The aims of this trial are to evaluate the efficacy of the Building Emotion Awareness and Mental Health (BEAM) app-based program for reducing maternal depression symptoms (primary outcome) and improve anxiety symptoms, parenting stress, family relationships, and mother and child functioning (secondary outcomes) compared to treatment as usual (TAU). Methods A two-arm randomized controlled trial (RCT) with repeated measures will be used to evaluate the efficacy of the BEAM intervention compared to TAU among a sample of 140 mothers with children aged 18 to 36 months, who self-report moderate-to-severe symptoms of depression and/or anxiety. Individuals will be recruited online, and those randomized to the treatment group will participate in 10 weeks of psychoeducation modules, an online social support forum, and weekly group teletherapy sessions. Assessments will occur at 18–36 months postpartum (pre-test, T1), immediately after the last week of the BEAM intervention (post-test, T2), and at 3 months after the intervention (follow-up, T3). Discussion eHealth interventions have the potential to address elevated maternal mental health symptoms, parenting stress, and child functioning concerns during and after the COVID-19 pandemic and to provide accessible programming to mothers who are in need of support. This RCT will build on an open pilot trial of the BEAM program and provide further evaluation of this evidence-based intervention. Findings will increase our understanding of depression in mothers with young children and reveal the potential for long-term improvements in maternal and child health and family well-being. Trial registration ClinicalTrials.gov NCT05306626 . Registered on April 1, 2022

The current study examines the syntactic and prosodic characteristics of the maternal speech to two infants between six and ten months. Consistent with previous work, we find infant-directed speech to be characterized by generally short utterances, isolated words and phrases, and large numbers of questions, but longer utterances are also found. Prosodic information provides cues to grammatical units not only at utterance boundaries, but also at utterance-internal clause boundaries. Subject–verb phrase boundaries in questions also show reliable prosodic cues, although those of declaratives do not. Prosodic information may thus play an important role in providing preverbal infants with information about the grammatically relevant word groupings. Furthermore, questions may play an important role in infants' discovery of verb phrases in English.

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. Our analyses reveal that both the meta-analysis and multi-lab replication show moderate effect sizes ( ≈ 0.35 for each estimate) and that both of these effects persist when relevant study-level moderators are added to the models (i.e., experimental methods, infant ages, and native languages). However, while the overall effect size estimates were similar, the two sources diverged in the effects of key moderators: both infant age and experimental method predicted IDS preference in the multi-lab replication study, but showed no effect in the meta-analysis. These results demonstrate that the IDS preference generalizes across a variety of experimental conditions and sampling characteristics, while simultaneously identifying key differences in the empirical picture offered by each source individually and pinpointing areas where substantial uncertainty remains about the influence of theoretically central moderators on IDS preference. Overall, our results show how meta-analyses and multi-lab replications can be used in tandem to understand the robustness and generalizability of developmental phenomena.

Previous computational modeling suggests it is much easier to segment words from child-directed speech (CDS) than adult-directed speech (ADS). However, this conclusion is based on data collected in the laboratory, with CDS from play sessions and ADS between a parent and an experimenter, which may not be representative of ecologically collected CDS and ADS. Fully naturalistic ADS and CDS collected with a nonintrusive recording device as the child went about her day were analyzed with a diverse set of algorithms. The difference between registers was small compared to differences between algorithms; it reduced when corpora were matched, and it even reversed under some conditions. These results highlight the interest of studying learnability using naturalistic corpora and diverse algorithmic definitions.

The authors investigated lengthening effects in child-directed speech (CDS) across the sentence, testing the additive effects on duration of Word Position, Register, Focus, and Sentence Mode (statement/question). Five theater students produced 6 sentences containing 5 monosyllabic words in a simulated dialogue, varying in Register, Focus, and Sentence Mode. The authors segmented a total of 1,800 sentences using forced-alignment tools, and they analyzed the duration of each word. The results show significant effects of Register, Word Position, and their interactions. The simple effect of Register was significant in all 5 word positions, indicating a global elongation effect in CDS. Interestingly, there was no proportional increase of the final word in CDS. In addition, the 3-way interactions Register × Word Position × Focus and Register × Word Position × Sentence Mode were significant, which converge to the conclusion that the utterance-final word in CDS is additively elongated when it is focused and in a statement. Elongation in CDS is a global effect, but the additive effects of duration demonstrated in the authors' data suggest that the effect of enhanced utterance-final lengthening in CDS in naturalistic samples may be a by-product of discourse characteristics of CDS.