Publishing child development research from around the world: An unfair playing field resulting in most of the world's child population under‐represented in research

Draper, Catherine E.; Barnett, Lisa M.; Cook, Caylee J.; Cuartas, Jorge; Howard, Steven J; McCoy, Dana Charles; Merkley, Rebecca; Molano, Andrés; Maldonado‐Carreño, Carolina; Obradović, Jelena; Scerif, Gaia; Valentini, Nádia Cristina; Venetsanou, Fotini; Yousafzai, Aisha K.

doi:10.1002/icd.2375

Cited by 86 publications

(71 citation statements)

References 37 publications

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“…Almost 90% of all articles using the Give-N task reported studies conducted in North America and Europe with most studies specifically conducted in USA, Canada, and the UK. This is in line with the broader field of cognitive development, where the majority of research samples English speaking children based in North America or the United Kingdom (Draper et al, 2022;Nielsen et al, 2017;Singh, Cristia, Karasik & Oakes, 2022).…”

Section: Overview Of the Give-n Literaturesupporting

confidence: 65%

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Wege¹,

Bourque²,

Merkley³

et al. 2022

Preprint

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The Give-N (give-a-number) task has become a popular assessment of children’s number word learning since Wynn’s (1990; 1992) seminal work 30 years ago. Using the Give-N task, numerous studies have shown that children learn the first few number words slowly and effortfully, before they understand how counting represents number. We conducted a systematic review of studies using the Give-N task to provide an overview of the task’s theoretical and methodological significance and document variations in its administration and scoring. We found quite a lot of variation in how the task has been used and interpreted in the literature. Such variations include, for example, whether children are asked to count on every trial, whether the study adopts a titration method, the type of stimuli used, and the scoring criteria used for knower-level classifications. Moving forward with theory and methodology for research in children’s acquisition of number words and counting requires 1) reflection on the limitations of classifying children’s performance on the Give-N task in the knower-level framework and 2) consistent reporting of Give-N methodology.

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Section: Overview Of the Give-n Literaturesupporting

confidence: 65%

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Wege¹,

Bourque²,

Merkley³

et al. 2022

Preprint

View full text Add to dashboard Cite

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“…There were at least four such papers published in 2022 alone! (Draper et al, 2022;Green et al, 2022;Lin & Ni, 2022;Moriguchi, 2022). I think at this point we have a pretty good sense of the problem.…”

Section: Myth #1: Diversity and Open Science Are In Conflictmentioning

confidence: 94%

Three Myths about Open Science That Just Won’t Die

Syed¹

2022

Preprint

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Knowledge and implementation of open science principles and behaviors remains uneven between and within sub-disciplines in psychology, despite over 10 years of education and advocacy. One reason for the slow and uneven progress of the movement is a set of closely-held myths about the implications of open science practices, exacerbated by the relative isolation of various sub-disciplines in the field. This talk will cover three of the major recurring myths: that open science is in conflict with prioritizing diversity, that “open data” is a binary choice between fully open and accessible and completely closed off, and that preregistration and registered reports are only appropriate for certain types of research designs. Putting these myths to rest is necessary as we work towards improving our scientific practice.

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“…To begin with, the composition of journal editorial boards may promote gatekeeping where non-mainstream data samples have to follow the existing mold of Western research. Action editors may not notice or act upon potential biases exhibited by reviewers (Draper et al, 2022;Moriguchi, 2021). Moreover, the absence of minority editors could lead potential candidates to feel like impostors about applying for such jobs, and for current editors to not think of minority researchers as potential candidates, via known effects of unconscious stereotyping (Dewidar et al, 2022).…”

Section: Beyond Online Conferences: Understanding and Addressing The ...mentioning

confidence: 99%

Towards Diversifying Early Language Development Research: First Truly Global International Summer/ Winter School on Language Acquisition (/L+/) 2021

Aravena-Bravo¹,

Cristià²,

Garcia³

et al. 2023

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A survey of diversity in leading language acquisition journals revealed that only 2% of the 7,000+ languages of the world are represented. With a long-term aim of empowering researchers everywhere to contribute to this literature, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition (/L+/). /L+/ was a free 5-day virtual school that facilitated the interchange of expertise among early career researchers about all levels of language development in monolingual and multilingual contexts. Our paper provides an overview of organizing /L+/, the measures we took to ensure inclusivity, and qualitative and quantitative analyses of attendees' experiences. We asked for volunteers through the LangVIEW consortium resulting in a diverse organization team from under-represented areas: Sub-Saharan Africa, South and Southeast Asia, and Central and South America. To promote inclusivity, we (1) employed asynchronous and synchronous elements across three time zones; (2) provided closed captions for lectures and international sign interpretation for live sessions; (3) issued a code of conduct. For each time zone, an algorithm selected 120 participants (80% from traditionally under-represented regions) and 61 countries were represented. A post-school questionnaire revealed that 99% of attendees enjoyed taking part in /L+/. However, qualitative comments suggested that there were issues in duration, contents and scheduling. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages.

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Publishing child development research from around the world: An unfair playing field resulting in most of the world's child population under‐represented in research

Cited by 86 publications

References 37 publications

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Thirty years of the Give-N task: A systematic review, reflections, and recommendations

Three Myths about Open Science That Just Won’t Die

Towards Diversifying Early Language Development Research: First Truly Global International Summer/ Winter School on Language Acquisition (/L+/) 2021

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