>> IT'S MY GREAT, GREAT PLEASURE TO INTRODUCE DR. DELLA HANN. DR. HANN IS DIRECTOR OF EXTRAMURAL RESEARCH AT THE EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT. NICHD. SHE HAS OVERSIGHT OF ALL THE EXTRAMURAL PROGRAMS AT NICHD, SHE HAS SEVERAL POSITIONS OVER THE YEARS AT NIH INCLUDING A PROGRAM OFFICER, AT NIH AND DEPUTY DIRECTOR AT NIH EXTRAMURAL RESEARCH. DR. HANN. [APPLAUSE] >> THANK YOU, VERY MUCH, THANK YOU FOR THAT LOVELY WELCOME. IT'S WONDERFUL TO SEE Y'ALL THIS MORNING. I REALLY WANT TO NOT TAKE UP A LOT OF YOUR TIME, YOU HAVE A REALLY BUSY AGENDA. BUT ALSO TO EXPRESS ON BEHALF OF THE INSTITUTE AS WELL AS MY OWN PERSONAL INTEREST, HOW WONDERFUL IT IS TO HAVE THIS EVENT. I DO BELIEVE UNDERSTANDING THE BEHAVIORAL ASPECTS OF EARLY DEVELOPMENT ARE INCREDIBLY CRITICAL. PARTICULARLY AS WE GO FORWARD AND WORKING WITH OUR NEUROSCIENCE PARTNERS AND OTHERS TO TRY TO UNDERSTAND REALLY WHAT TRULY DEVELOPMENT IS ABOUT. FOR THE YOUNG FOLKS. MORE IMPORTANTLY IN TERMS OF EFFORT WE'RE TALKING ABOUT TODAY, YOU HAVE -- YOU ARE ON THE CUSP OF POTENTIALLY ELEVATING THE FIELD. IT IS INCREDIBLY IMPORTANT TO FIGURE WAYS TO SHARE THIS INFORMATION ACROSS RESEARCHERS, ACROSS THE UNITED STATES, ACROSS THE GLOBE, TO TRULY UNDERSTAND WHAT THE TYPICAL GIVEN ENVIRONMENTAL CIRCUMSTANCES AND WHAT IS NOT TYPICAL. AND IN TERMS OF THE DIFFERENT BEHAVIORS TOO, SOCIAL EMOTIONAL, COGNITIVE, YOU NAME IT, IT GOES FORWARD. THE PLAY TO UNDERSTAND THAT AND THE CAREGIVER PROCESS, LOOKING AT INTERACTION PATTERNS TO UNDERSTAND HOW THAT'S UNFOLDING AS WELL. SO THIS EFFORT HAS TREMENDOUS POTENTIAL TO ELIMINATE THAT AND PUT IT -- BEHAVIORAL DOMAIN ON A DIFFERENT PLATFORM IN TERMS OF REALLY BEING ABLE TO QUOTE, SHARE DATA. THE RAW DATA. NOT JUST YOUR CODING OF IT. AS WE KNOW, ALL OF OUR CODINGS ARE A LITTLE DIFFERENT OFTENTIMES. SO RELYING ON THE ACTUAL RAW DATA IS INCREDIBLY IMPORTANT ESSENTIALLY FOR THESE EFFORTS. THAT'S WHAT THIS IS ABOUT. SO I APPLAUD ALL OF YOU IN TERMS OF THE VISION. IN TERMS OF THINKING THIS THROUGH. I THINK IT HAS TREMENDOUS POTENTIAL FOR NOT ONLY THIS INSTITUTE BUT FOR MANY OF THE INSTITUTES HERE AT NIH FOCUSED ONLY UNDERSTANDING EARLY INFANT DEVELOPMENT. SO THANK YOU ALL VERY MUCH. AND I HOPE IT GOES REALLY WELL. [APPLAUSE] >> I WANT TO SAY WELCOME, EVERYBODY. I'M LISA FREUND, AT NICHD. MANY OF YOU I KNOW, IF I DON'T KNOW YOU BY YOUR FACE I KNOW YOUR NAME. SO IF WE TALK ON THE PHONE I WOULD LOVE IT IF YOU COME UP TO SAY HEY, I'M SO AND SO. BECAUSE THEN I HAVE THE FACE ASSOCIATED WITH YOU. THAT WOULD BE GREAT. THANK YOU SO MUCH FOR COMING, THE ENERGY IS WONDERFUL. WHO CAN'T BE ENERGIZED WHEN YOU'RE LISTENING TO KAREN ADOLPH. REALLY. SHE GOT ME ENERGIZED ABOUT ALL THIS. AND I REALIZE AS I WAS THINKING, THIS IS CROWD SOURCING FOR RESEARCHERS. IS WHAT WE'RE DOING HERE. AND IT'S SUPER. WE KNOW A LOT OF THAT IS VERY SUCCESSFUL, AND I KNOW THIS IS GOING TO BE SUCCESSFUL. SO I'M GOING TO STOP THERE. ANY QUESTIONS THAT YOU MIGHT HAVE ABOUT CHILD DEVELOPMENT NICHD, I'M HERE TODAY WATCHING AND LISTENING BUT I WANT TO HEAR FROM YOU. [APPLAUSE] >> I'M KAREN ADOLPH, I WANT TO ALSO INTRODUCE TAMIS LEMONDA AND RICK GILMORE, THE THREE OF US PUT TOGETHER THE PLAY PROJECT. WE'RE DIRECTORS OF THE DATA PROJECT AND WE'LL TELL YOU ABOUT THAT TODAY TOO. WE VIEW THE PLAY PROJECT AS A MODEL SYSTEM THAT CAN BE ADAPTED BY DEVELOPMENTAL AND BEHAVIORAL SCIENTISTS ACROSS THE GLOBE TO LEVERAGE REALLY LEVERAGE THE BEAUTY AND RICHNESS OF VIDEO AND OF BEHAVIOR. WE WANT TO THANK OUR SPONSORS, THANK YOU SO MUCH TO NICHD, TO THE OFFICE OF BEHAVIORAL AND SOCIAL SCIENCE RESEARCH AT NIH, TO THE LEGO FOUNDATION, TO NYU AND TO SRCV WHO MADE THIS WORKSHOP POSSIBLE. WE WANT TO RECOGNIZE SOME OF THE GOVERNMENT FOUNDATION PEOPLE WHO ARE PART OF THIS EFFORT AS WELL. SO FROM NSF AND FROM THE SLOAN FOUNDATION, FROM THE GATES FOUNDATION, AND FROM THE OPEN SCIENCE FOUNDATION. MAYBE MOST OF ALL, WE WANT TO THANK THE 57 MEMBERS OF OUR LAUNCH GROUP FOR AMONG OTHERS THINGS, HAVING THE GOOD SENSE TO SAY YES TO OUR CRAZY IDEA, THANKS FOR YOUR ENTHUSIASM AND YOUR PATIENCE AND YOUR AWESOME IDEAS AND YOUR DEEP EXPERTISE, AND FROM ALL OF YOU, YOUR APPRECIATION OF BABIES NATURAL BEHAVIORS, WE WANT TO THANK YOU FOR TEACHING US SO MUCH ALREADY ABOUT DEVELOPMENT THAT'S OUTSIDE OF OUR AREAS OF EXPERTISE, WE WANT TO THANK YOU FOR BEING SO GENEROUS WITH YOUR TIME AND GRACIOUS ABOUT SHARING YOUR IDEAS WITH OTHERS. OUR 57 LAUNCH GROUP MEMBERS REALLY HAVE VARIED EXPERTISE. IN INFANT DEVELOPMENT. THAT'S SO IMPORTANT AS YOU WILL SEE THROUGHOUT THE DAY. THEY'RE COMING FROM UNIVERSITIES ACROSS THE U.S. AND CANADA AND THEY REPRESENT A BLEND OF JUNIOR AND SENIOR RESEARCHERS. OUR OVERALL AIM OF THIS WORKSHOP IS TO DEMONSTRATE THE FEASIBILITY AND THE PROMISE OF A NEW SYNERGISTIC APPROACH TO DEVELOPMENTAL SCIENCE. IN MEETING THIS AIM WE ARE GOING TO CREATE A SORT OF BIG DATA CORPUS BASED ON A RICH DIVERSE SET OF VIDEOS. WE WILL EXPLOIT COMMUNAL LOW COST DATA COLLECTION AND CODING. WE'RE GOING TO LEVERAGE DIVERSE EXPERTISE AND ALL KNOWLEDGE FROM OUR LAUNCH GROUP MEMBERS TO ADDRESS THE COMMON GOAL. AT THE SAME TIME, WE'RE GOING TO ENABLE YOU TO RETAIN THE AUTONOMY OF YOUR INDIVIDUAL LAPS AND YOUR OWN INDIVIDUAL QUESTIONS. WE WILL INTRODUCE PLAY OF A MODEL SYSTEM. ALL THESE AMAZING SPONSORS HAVE BROUGHT ALL OF US HERE INTO THIS ROOM TO SHARE IDEAS AND THOUGHTS, THIS IS A FANTASTIC OPPORTUNITY TO HAVE ALL OF US IN ONE ROOM. LAST NIGHT'S DINNERS FELT LIKE A SCIENCE WEDDING WHERE YOU'RE GOING AROUND FROM TABLE TO TABLE SEEING THE PEOPLE YOU ADMIRE AND LIKE THE MOST IN OUR FIELD PROFESSIONALLY. WE'RE REALLY LOOKING FORWARD TO THE DISCUSSIONS. SO PLEASE SPEAK UP WHEN YOU WANT TO, REMOTE PEOPLE AS WELL. WE WILL FIELD YOUR QUESTIONS. BUT PLEASE, THERE WILL BE NO TALKING AT THIS WORKSHOP ABOUT FUNDING, THAT'S NOT WHAT THIS WORKSHOP IS ABOUT. THIS WORKSHOP IS ABOUT THE SCIENCE. THE HEART AND SOUL OF THIS ENTERPRISE IS REALLY THE POWER OF VIDEO TO CAPTURE BEHAVIOR. I THINK ONE OF THE GREAT AMAZING SURPRISING AND WILDLY CREATIVE STUDIES IN OUR DEVELOPMENTAL SCIENCE HAS BEEN DONE BY JUDY DELOESH, HER STUDY OF SCARE ERRORS AND TODDLERS. JUDY'S SCIENCE PAPER. SHE SHOWED THAT TODDLERS SOMETIMES FAIL TO USE INFORMATION ABOUT AN OBJECT'S SIZE. AND THESE BABIES WILL MAKE LIKE TRULY SERIOUS ATTEMPTS TO PERFORM IMPOSSIBLE ACTIONS ON TINY MINIATURE OBJECTS. THEY WILL TRY TO FIT IN A TINY DOLL SIZE CHAIR OR TO LIKE CRAM THEIR FOOT INTO A LITTLE DOLL SIZE TOY CAR. THIS IS A FIGURE FROM THE PAPER. YEAH. A FIGURE IS REALLY WORTH A PICTURE IS WORTH A THOUSAND WORDS. BUT IS WE THILL IS VIDEO IS WORTH A THOUSAND PICTURES. >> OKAY. I'M READY TO READ A STORY WITH YOU. >> WHAT STORY SHOULD WE READ? >> YOU WANT TO READ THIS ONE? OKAY. >> THOSE ARE REAL BEHAVIORS THAT UNDERLIE THAT WONDERFUL PHOTO THAT WAS IN THE SCIENCE PAPER. VIDEO IS COMMON AND IT'S CRITICAL TO DEVELOPMENTAL SCIENCE. AND ACTUALLY WE HAVE A DEVELOPMENTAL SCIENTIST, 100 YEARS OF HISTORY OF USING FILM OR VIDEO AND OUR DEVELOPMENTAL RESEARCH. OUR GAZELLE AND MYRTLE MCGRAW WERE EARLY PIONEERS WITH A FAMOUS PSYCHOLOGIST AND EDUCATOR AND POPULAR SCIENCE WRITER, AND SOME OF THE AMAZING VIDEOS, I MEAN, ACTUALLY THOSE THAT HAVEN'T ALREADY CRUMBLED INTO THAT AND TURNED INTO VINEGAR ARE BEING STORED FROM THE 1920s TO THE 1950s, SHOWING CHILDREN'S BEHAVIOR IN THE VARIOUS TASKS THAT HE USED TO TEST MOTOR DEVELOPMENT, COGNITIVE DEVELOPMENT AND CHILDREN'S PER ACCEPT ACTUAL SKILLS. EARL MCGRAW, FAMOUS DOCUMENTED 20 YEARS OF DEVELOPMENT IN THE TWINS JIMMY JOHNNY. MOST DEVELOPMENTAL LABS COLLECT VIDEO REGARDLESS WHETHER THEY USE IT AS PRIMARY SOURCE OF DATA. THEY'RE COLLECTING VIDEO ANYWAY. WHY? BECAUSE IT'S CHEAP, IT'S EASY, IT'S AVAILABLE AND IT'S OUR DEVELOPMENTAL TRADITION. VIDEO CAPTURES THE RICHNESS AND THE COMPLEXITY OF BEHAVIOR IN A WAY THAT NO OTHER RECORDING INSTRUMENT CAN DO. GAZELL WROTE HE WAS WRITING FILM BUT IT TOTALLY IS TRUE FOR VIDEO, VIDEO IS IDEAL FOR THE INVESTIGATION OF BEHAVIOR BECAUSE IT CAPTURES THE BEHAVIOR AND IT'S TOTALITY. VIDEO CAPTURES THE MULTIPLE OVERLAPPING DOMAINS OF BEHAVIOR AND INPUTS WALKING TALKING EMOTING GESTURING INTERACTING, THE INPUTS THAT CHILDREN ARE HEARING, THE THINGS THEY ARE SEEING. AND VIDEO CAPTURES THE DYNAMIC UNFOLDING AND THE TEMPORAL ORDERING OF EVENTS, WHETHER WALKING AND TALKING OR OCCURRING IN SEQUENCE OR WHETHER THEY'RE OCCURRING TOGETHER, HOW ONE LITTLE WALKING STEP CAN CASCADE INTO A BOUGHT OF RUNNING. IN ADDITION TO THE BEHAVIORS, VIDEO CAPTURES THE SURROUNDING CONTEXT. THE ROOM THAT THE CHILD IS IN. THE FLOOR THE BABY IS WALKING ON, WHETHER THE SPACE IS BIG OR WHETHER IT'S SMALL, WHETHER IT'S OPEN OR CLUTTERED. WHAT THE CHILD IS WEARING, WHAT THEY'RE HOLDING. WHAT THEY'RE DOING. VIDEO CAPTURES THE STREAM OF BEHAVIOR AND ALL OF ITS BEAUTIFUL CRAZY ORGANIZATION. BEHAVIORS ARE TYPICALLY NESTED AND INTERWEAVED. I WANT YOU TO WATCH THIS VIDEO OF A MOTHER WARNING HER BABY NOT TO WALK DOWN A REALLY STEEP AND DANGEROUS SLOPE. >> STOP, STOP, GOOD GIRL. NO. GOOD GIRL. STAY RIGHT THERE. AH AH, SIT DOWN, STAY STILL. GOOD GIRL. >> BUT NOW LOOK AT THE CODES BELOW THE VIDEO. WE SCORED FOUR CHANNELS OF A BILLIONS OF CHANNELS WE COULD HAVE CODED SO FOUR CHANNELS OF BEHAVIOR, MOM'S VOICE, HER FACIAL EXPRESSIONS, WHAT SHE'S ACTUALLY SAYING, AND HERMAN YULE GESTURES AND WHETHER THESE CHANNELS WERE POSITIVE OR NEGATIVE OR NEUTRAL. AND I WANT YOU TO SEE HOW THEY POSITIVE NEGATIVE AND NEUTRAL BEHAVIORS ARE NESTED AND ENTERWEAVED. >> STOP, GOOD GIRL. STAY RIGHT THERE. THAT'S -- AH AH, STAY DOWN. GOOD GIRL. U >> I'M GOING TO ASK YOU THE WATCH IT A FINAL TIME BECAUSE WHAT YOU CAN SEE ON THE LAST VIDEO, THE MOM SEEMS A LITTLE SCHIZOPHRENIC, SHE'S POSITIVE, NEGATIVE BUT HER FACE IS POSITIVE. SHE'S SAYING NO, NO, BUT SHE'S SMILING. IT'S NOT AT ALL SITS PHRENIC BECAUSE IT'S -- SCHIZOPHRENIC BECAUSE IT'S IN TUNE TO CHILD'S BEHAVIOR. SO WATCH HOW BEAUTIFULLY THE BEHAVIORS ARE COORDINATED IN TIME AND IN SPACE. THE BABY TAKES A STEP, MOM CHANGES EXACTLY WHAT SHE'S SAYING AND DOING. STOP. STOP. AH AH AH. GOOD GIRL. AH AH, NO, GOOD GIRL. STAY RIGHT THERE. SIT DOWN. SIT DOWN, STAY STILL. THAT'S A GOOD GIRL. Q. VIDEO IS NOT ONLY A RECORDING TOOL, IT'S AN ANALYTIC TOOL. IT'S A TOOL THAT WE CAN USE FOR DISSECTING BEHAVIOR. GIZELL SAID VIDEO ENABLES US TO ACCEPT A BEHAVIOR PATTERN AND CONSTRUE IT MORPHOLOGICALLY IN TERMS OF FORMULATIONS, MEASURED IN TIME AND IN SPACE. GIZELL VIEWED BEHAVIOR THE WAY HE VIEWEDCAL GROWTH. THIS IS -- VIEWED PHYSICAL GROWTH. THIS IS SOMETHING YOU CAN MANIPULATE IN FILM OR VIDEO. SO YOU CAN SPEED IT UP OR SLOW IT DOWN, YOU CAN JOG FORWARD OR BACKWARD FRAME BY FRAME. YOU CAN PLAY THE WHOLE THING FORWARD OR THE WHOLE THING BACKWARD YOU CAN TROOP WATCH IT OTHER AND OVER, YOU CAN REPEAT EVENTS JUMP BACK TO EVENTS AND FREEZE FRAME LIKE YOU HAVE TAKEN THE BEHAVIOR AND PUT IT ON A SLIDE AND YOU CAN ZOOM IN OR ZOOM OUT ON PARTS OF THE IMAGE. YOU CAN LOOK AT THE SAME BEHAVIOR FROM MULTIPLE CAMERA VIEWS VIDEO PROVIDES A TOOL FOR CAPTURING BEHAVIOR IN REAL TIME AND REAL SPACE BUT ALSOTOR MANIPULATING TIME AND SPACE, YOU CAN PLAY IT FAST OR SLOW MOTION, YOU CAN JOG FORWARD OR BACKWARD FRAME BY FRAME, YOU CAN ZOOM IN ON THE BEHAVIOR. AND YOU CAN ZOOM OUT OF A BEHAVIOR. YOU CAN RELOOP IT TO WATCH INTERESTING EVENT. YOU CAN FREEZE IT TO STUDY A SINGLE MOMENT IN ALL OF ITS COMPLEXITY. VIDEO REALLY ALLOWS US TO DISSECT BEHAVIOR LIKE IT'S A PIECE OF ANATOMY AND TO ANALYZE THE PLACES UNDER SORT OF VIDEO MICROSCOPE OR VIDEO MACRO SCOPE. AND VIDEO HAS TREMENDOUS POWER FOR DATA REUSE. DIFFERENT EYES SEE DIFFERENT THINGS. I THINK ALL OF US IN THE LAUNCH GROUP HAVE HAD THAT EXPERIENCE. THIS IS A BABY, AND A TYPICAL LOOKING FRAME PAST AND MOST RESEARCHERS WHO -- ARE SCORING THE VIDEOS FOR WHETHER LOOK TO THE RIGHT OR ROOK TO THE LEFT BUT MANY ARE NOT LOOKING AS RESEARCHERS, WE MIGHT BE INTERESTED IN THE CHILD EMOTIONAL EXPRESSION. OR IN MY CASE IN HER SITTING POSTURE OR HER INTERACTIONS WITH HER MOM. LEGISLATIVE TO YOUR IS SO TRULY RICH AND -- BEHAVIOR IS RICH AND COMPLEX THERE'S TRULY IN IT FOR EVERYONE. THIS IS A 19 MONTH OLD PLAYING IN A LABORATORY PLAY ROOM, THERE'S OBJECTS INVOLVED BUT THERE'S OTHER THINGS INVOLVED AS WELL. PARENT RESPONSIVENESS AND -- AND ALL THE DIFFERENT MOVEMENTS THAT THE CHILD AND THE PARENTS PRODUCE. AND DECISIONS WHETHER AND HOW TO PERFORM PARTICULAR ACTIONS. SOCIAL BIDS TO THE CAREGIVER. VISUAL GUIDANCE OF MOTOR ACTIONS. SOCIAL INTERACTIONS BETWEEN BABIES AND CAREGIVERRINGS. THERE'S DIFFERENT THERE'S EMOTIONS. THERE'S LANGUAGE. THINGS THAT PEOPLE SAY AND HOW THEY SAY IT. AND GESTURES AND THERE'S ALL KINDS OF PER ACCEPT ACTUAL MOTOR EXPLORATION AND ALL KINDS OF LANGUAGE. BEHAVIOR IS TRULY THERE'S SOMETHING IN IT FOR EVERYONE. I WANT TO TALK ABOUT DATA VARY AND DATA VIEW. IN THE OLDEN DAYS, I'M OLD ENOUGH TO HAVE OLDEN DAYS AND WE COLLECTED VIDEOS ON THE BETA MAX TAPES AND THEN WE FINALLY GRADUATED TO VHS TAPES AND THE LITTLE TAPES THAT I DON'T REMEMBER WHAT THEY'RE CALLED. AND IF YOU WERE LUCKY, YOU CAN CODE YOUR VIDEOS, YOU HAD A FANCY REALLY HIGH-TECH VCR BY TURNING THAT LITTLE BUTTON ON THE VCR BUT THEN WE WRITE DOWN WITH YOUR HAND WITH A PENCIL IN YOUR HAND ON A PIECE OF PAPER WE WOULD WRITE DOWN BEHAVIORS WE SAW AND THE TIMES THAT WE SAW IT. WE THOUGHT IT WAS A REVOLUTION WHEN YOU CAN TYPE OUR CODES INTO XL, THOSE DAYS THANKFULLY ARE OVER, BECAUSE ENTER DATA BURY AND DATA VIEW. THIS IS THE LANDING PAGE OF DATA BURY, AS OF WEDNESDAY THERE WERE 287 AUTHORIZED INVESTIGATORS WITH 237 AFFILIATE FROM 282 INSTITUTIONS AROUND THE GLOBE. IN OUR FOUR YEARS OF OPERATION WE HAVE MET FOUR TYPES OF CHALLENGES, ETHICAL, TECHNICAL, PRACTICAL AND SCIENTIFIC. VIDEO HAS A UNIQUE ETHICAL CHALLENGE BECAUSE VIDEO DATA ARE IDENTIFIABLE DATA. >> HELLO. HELLO. IT'S FOR YOU. >> IT'S IDENTIFIABLE. YOU CAN SEE PEOPLE'S FACES. YOU CAN HEAR THEIR VOICES. NAMES ARE COMMONLY SPOKEN ALLOWED. YOU STOP THAT OR COME OVER HERE. YOU CAN SEE THE INTERIORS OF PEOPLE'S HOLMES OR THEIR CLASSROOMS. ALL IS CONSIDERED PERSONAL EYE IDENTIFYING INFORMATION UNDER THE HIPAA GUIDELINES. IF WE BLUR OUT THE FACES OR ALTER THE VOICES, THEY OR USE AVATARS OR ANY OF THAT, IT WOULD DIMINISH THE VALUE OF VIDEOS TO OUR REUSE. WE MET ETHICAL CHALLENGES IN TWO WAYS, FIRST ASK PARTICIPANTS PERMISSION TO SHARE AND SECOND WE RESTRICT ACCESS. DATA IDENTIFIES SHAREABLE DATA WHICH PARTICIPANTS GAVE PERMISSION AND THEY RESTRICT ACCESS TO THE IDENTIFIABLE DATA. AND IN FACT, WE SPENT THE FIRST TWO YEARS BEFORE WE OPENED FOR BUSINESS. WORKING ON A POLICY FRAMEWORK TO MEET THESE ETHICAL CHALLENGES. WE WORKED WITH LEGAL, WE WORKED WITH IRB E WE WORKED WITH OFFICE OF PROGRAMS, WE WORKED WITH OUR ADVISORY BOARD, WE WORK WITH RESEARCHERS IN THE FIELD, WE WORK WORK WITH PROGRAM OFFICERS A IF THE AGENCIES. -- AT THE AGENCIES. LET ME START. WITH GETTING PERMISSION. THERE WAS A BIG MISCONCEPTION WE HAD TO OVERCOME, THAT WAS THAT IDENTIFIABLE DATA CAN'T BE SHARED. BUT IN FACT IDENTIFIABLE DATA CAN BE SHARED IF YOU GET PERSON PERMISSION. EVEN OUR GENETICS ARE VISAS, HEALTH RECORDS CAN BE SHARED WITH PERMISSION. THINK OF THE OPEN HUMAN PROJECT. AND OUT IN THE FIELD RESEARCHERS WORRIED REALLY ONE MORE THING? THIS MIGHT MAKE PEOPLE NOT WANT TO PARTICIPATE IN OUR STUDIES. AND THAT TURNS OUT ACTUALLY NOT TO BE A PROBLEM, MOST PARENTS ARE TOTALLY HAPPY TO SHARE BUT THE CONSENT TO PARTICIPATE IS TOTALLY SEPARATE FROM GET GETTING PERMISSION FOR SHARING. IN FACT YOU CAN CONSENT PARTICIPANT, RUN YOUR STUDY, WHEN IT'S ALL OVER AND THEY KNOW WHAT BEHAVIORS WERE PRODUCED, AND WHAT HAPPENS, THEN YOU CAN ASK THEM ABOUT THEIR PERMISSION TO SHARE AND THEY CAN SAY YES OR NO. ASKING PEOPLE PERMISSION TO SHARE VIDEOS IS REALLY EASY. HERE IS WHAT THE VIDEO RELEASE PROCEDURE LOOKS LIKE. (OFF MIC) IN HA LITTLE MORE DETAIL AND (INAUDIBLE) THEN THERE'S A SECOND (INAUDIBLE) ALSO GIVE PERMISSION -- WE NEED YOU TO -- IMAGE. WE POSTED THIS VIDEO EXAMPLE AND OTHER SAMPLES LIKE THIS ON THE DATA WEBSITE. TO SHARE EVERYONE HAS TO HAVE THE SAME UNDERSTANDING WHAT'S ALLOWED. IT TURNS OUT THAT VIDEO AND PHOTO RELEASES ARE WIDELY USED AMONG DEVELOPMENTALLISTS, BUT THE LANGUAGE FOR THESE RELEASES IS NOT STANDARD ACROSS LABS. CHECKLISTS ARE COMMON BUT DIFFERENT USES, DIFFERENT USE CASES POSE DIFFERENT RISKS OF DISCLOSURE. SO DIFFERENT RESEARCHERS HAVE DIFFERENT CHECKLIST, AND THAT MEANS THIS THERE'S A PROBLEM OF CONSISTENCY AND ACTUALLY PARTICIPANTS SAY YES TO ODDLY DIFFERENT THINGS. THEIR ANSWERS ARE NOT INTERESTING OR CLEAR AND IT'S LIKELY THE PARTICIPANTS DON'T REALLY UNDERSTAND THE RISKS OF DISCLOSURE. BECAUSE DIFFERENT USES HAVE DIFFERENT DISCLOSURE RISKS AND THE LEVELS OF DISCLOSURE MAY NOT BE CLEAR TO THE PARTICIPANTS. IF YOU WERE TO SHARE WITH OTHER RESEARCHERS IN A LABORATORY CONTEXT RESEARCHERS PROTECT THE SHARE DATA THE SAME WAY THEY PROTECT THEIR OWN DATA. THEY CONTROL WHO SEES IT AND WHEN THEY SEE IT. IN A RESEARCH TALK, OR IN TEACHING, NOW YOU CAN CONTROL WHAT YOU PRESENT AND WHEN YOU PRESENT IT AND HOW YOU FRAME THE BEHAVIORS BUT YOU CAN'T REALLY CONTROL WHO IS IN THE AUDIENCE OR HOW THE INFORMATION GETS DISSYSTEMNATED LATER BY THE AUDIENCE. AND ALL OF US NOW WILL HAVE THE EXPERIENCE OF TEACHING OR GIVING A TALK AND THERE'S SOMEONE THERE TAKING PICTURES WITH CELL PHONE OR VIDEOS OF PARTS OF THE TALK OR VIDEOS OF YOUR VIDEOS AND OFTEN OUR WHOLE PRESENTATION IS BEING RECORDED AND LATER WILL BE POSTED PUBLICLY. THEN A JOURNAL ARTICLE OR A TEXTBOOK WEBSITE TO THE PUBLIC AND THERE'S NO RESTRICTIONS. SO WHAT IS A GIRL TO DO? DATA BURY CREATED A STANDARDIZED SET OF RELEASE LEVELS THAT MAP ON TO THE DIFFERENT LEVELS OF DISCLOSURE RISK. AND YOU CAN SEE THESE RELEASE LEVELS EVERYWHERE DATA BURY, EVERYWHERE IN OUR USER GUIDE, REALLY ACCESSIBLE. TESTIFY THE DATA ARE UNRELEASED BECAUSE FOR WHATEVER REASON THE PARTICIPANTS WISHES ABOUT SHARING ARE UNKNOWN OR THEY'RE LOST OR MISSING, THAT'S DIFFERENT FROM THEM HAVING SAID NO, WE WANT TO MARKET DIFFERENTLY IN DATA BURY, NOT THEY DIDN'T WANT TO SHARE, JUST DONE KNOW IF WE COULD SHARE IT SO WE MARK IT WITH THE CUSTOMERS THAT MEANS UNRELEASED BUT BECAUSE WE DON'T KNOW, WE TREAT THE DATA AS IF THE PERSON SAID NO, WE TREAT IT AS IF IT'S PRIVATE. BUT UNRELEASED FILES CAN BE YOU LOADED, THEY CAN BE SECURELY STORED TO KEEP THE DATA SET COMPLETE FOR THE PIs, LABS AN COLLABORATORS. A PRIVATE FILE IS WHEN YOU ASK THE PARTICIPANT AND THEY SAID NO TO SHARING IS WE TREAT IT LIKE UNRELEASED SESSION, WE'LL STORE VIDEOS WE CAN SHARE ASSOCIATED METADATA THAT ARE DEIDENTIFIED AND THE DATA ARE ONLY AVAILABLE TO THE LAB AND THEIR COLLABORATORS. AUTHORIZED USERS ARE PARTICIPANTS WHO GAVE PERMISSION TO SHARE VIDEOS WITH USERS. THIS IS OUR BREAD AND BUTTER, RESEARCHER TO RESEARCHER SHARING. SHARING ACCESS IS VIDEO DATA CAN BE SHARED LIKE IN ADDITION IN OTHER WORDED USERS CREATE AND SHOW UP FOR EDUCATIONAL RESOURCES AND PURPOSES. A TALK LIKE THIS IN PRESENTATIONS AND SO ON. THEN THE MOST OPEN LEVEL IS PUBLIC. THAT'S WHEN PARTICIPANTS HAVE A AGREED TO SHARE DATA OPENLY, THE RAW RESEARCH DATA OPENLY WITH THE PUBLIC. YOU CAN ALWAYS CHOOSE NOT TO SHARE AT ALL, OR TO SHARE AT A LEVEL THAT'S LOWER THAN YOU HAVE PERMISSION FOR. IT'S UP TO YOU. YOUR DATA AND YOU KNOW YOUR PARTICIPANTS. HERE IS HOW THE DATA BURY PERMISSION LEVELS MATCH UP TO THE TRADITIONAL CHECKLIST. SO NOW LET'S TALK ABOUT RESTRICTING ACCESS. ACCESS TO THE DATA ON DATA BURY TO THE SHARE DATA ON DATA BURY IS RESTRICTED TO WHAT WE CALL INVESTIGATORS. AUTHORIZED INVESTIGATOR IS INDEPENDENT RESEARCHER ON INITIALLY PI STATUS OR EQUIVALENT AT A UNIVERSITY OR INSTITUTION. THE INSTITUTION ENSURES THIS PI THIS FACULTY MEMBER HAS RESEARCH ETHICS TRAINING AND THE UNIVERSITY OF THE INSTITUTION ITSELF IS GOVERNED BY IRB OR BY RESEARCH ETHICS BOARD. AUTHORIZED INVESTIGATORS AUTHORIZE AFFILIATES. THESE ARE THE PEOPLE THAT WE TAKE RESPONSIBILITY FOR. AUTHORIZED BY INVESTIGATOR, SO YOUR POST-DOCS GRADUATE STUDENTS, STAFF, RAs, UNDERGRADUATES, THIS WE DID ON PURPOSE. SO THAT PIs WOULDN'T JUST BE GETTING OUT THEIR PASSWORD TO THEIR POST DOC, WHERE THEY ARE FROM AND MANY IN THE END H ANSWER FOR THEM AND THAT'S THEIR INSTITUTION. SO WE HAVE LOTS OF SECURITY MEASURES IN PLACE AND RICH AND LEMONDA CAN TALK TO YOU ABOUT THAT. THE WAY WE SET UP AUTHORIZATION IS AN IMPORTANT TYPE OF SECURITY MEASURE. EVERYBODY HAS THEIR INDIVIDUAL PASSWORD YOU HAVE TO HAVE A STRONG PASSWORD SO MY COLLEAGUE, MY AGENT HAD TO REMEMBER ANOTHER STRONG PASSWORD AND WHY CAN'T HE JUST -- iTWIST HIS ARM AND HE JOIN. AFFILIATES AUTHORIZATION, YOU HAVE TO GIVE A DATE, IT WILL EXPIRE, UP TO CLOCK IT AND RENEW IT. THIS HELPS US MANAGE ACCESS TO OUR OWN DATA AND FOR THE PEOPLE COME AND GO FROM OUR LABS. AND ALSO ALLOWS FOR MONITORING AND AUDITING. BY THE PIs AND BY DATA BURY. THEY CONTROL ACCESS TO SHARE AND UNSHARED DATA SETS AND THE PIs GET NOTIFICATION IF THERE'S A CHANGE TO THEIR DATA SETS SO THE OTHER DAY THIS WEEK I GOT A NOTIFICATION, THAT ONE OF THE VIDEOS I PANICKED AND THOUGHT ABOUT IT AND READ TO JOSH AND -- TO DO LIKE FOR A SECOND TO -- YOU'LL GET A NOTIFICATION IF THERE'S A CHANGE TO YOUR DATA SET LIKE THAT. SO THIS IS CATHY'S METRO BABY BUT IS THIS IS A STUDY OF COGNITIVE LANGUAGE AND SOCIAL DEVELOPMENT, EIGHT YEARS OF LONGITUDINAL DATA AND YOU CAN SEE IT ON THE HD SCREENS WHERE THE NAMES ARE HIGHLIGHTED IN PEACH. THAT SHOWS CATHY THE PEOPLE THAT HAVE ACCESS TO THAT PARTICULAR DATA SET. DATA BURY FOLLOW IT IS ICPRS MODEL BY REQUIRING INSTITUTIONAL AGREEMENT, IT FORMALIZES THE RELATIONS BETWEEN RESEARCHER, THEIR INSTITUTION AND DATA BRURY, SO BASICALLY YOUR UNIVERSITY VOUCHES FOR YOU AND YOUR UNIVERSITY HAS TO SAY OUTWARDLY THEY'RE RESPONSIBLE FOR THEIR INVESTIGATORS BEHAVIOR. IN THAT WAY DATA BURY DIVERS FROM REPOSITORIES LIKE THE OPEN SCIENCE FOUNDATION AND DATA VERSE AND HOME BANK BECAUSE WE REQUIRE THIS INSTITUTIONAL AGREEMENT. THIS IS ANOTHER LEVEL OF SECURITY. AND THE THING IS, IT FEELS LIKE WE DO, BUT WE DON'T ACTUALLY OWN OUR OWN DATA. THAT MEANS WE CAN'T MAKE FORMAL COMMITMENT ABOUT IT, IT REQUIRES APPROXIMATE OFFICIAL WITH SIGNING AUTHORITY TO BIND THE INSTITUTION. SO THIS IS AN EXTRA STEP BUT AFFORDS GREATER PROTECTION FOR THE CONTRIBUTORS USERS AND THE PARTICIPANTS. OUR SINGLE AGREEMENT GRANTS BOTH USER AND CONTRIBUTOR PRIVILEGES. THIS IS UNIQUE TO HAVE ONE AGREEMENT FOR ACCESS AND CONTRIBUTION BUT MAKINGS IT EASIER -- MAKES IT A LOT EASIER FOR RESEARCHERS AND RESEARCHERS HAVE TO FOLLOW THEIR OWN INSTITUTION'S RULE LIKE WITH THEIR IRB MANDATES IF THEY ACTUALLY WANT TO ENGAGE IN RESEARCH REUSE OR? CONTRIBUTIONS. -- OR IN CONTRIBUTIONS. THE MOST IMPORTANT PART OF THE AGREEMENT IS THAT THE RESEARCHERS SIMPLY MAKES THREE PROMISES, THE PROMISE TO RESPECT PARTICIPANTS WISHES ABOUT SHARING. THEY PROMISE TO TREAT OTHER PEOPLE'S DATA THE SAME HIGH STANDARDS OF CARE AS THEY TREAT THEIR OWN DATA AND THEY PROMISE TO TAKE RESPONSIBILITY FOR THE PEOPLE THAT THEY SUPERVISE, THE PEOPLE UNDER THEM. ALL THEIR AFFILIATES. THE GROWTH IN THE NUMBER OF INSTITUTIONS AND AUTHORIZED INVESTIGATORS OVER THE LAST COUPLE OF YEARS ATTEST TO WIDESPREAD FEASIBILITY OF THIS APPROACH. THIS TIME LAST YEAR WEAPON HAD 200 AUTHORIZED INVESTIGATOR, NOW IT'S NEARLY 500. NOT SURE THAT 282 COLLEGES AND UNIVERSITIES HAVE EVER VOLUNTARILY AGREED TO ANYTHING. HERE IS THE UNIVERSITIES WHO HAVE SIGNED THE DATABRARY AGREEMENT. STANFORD, UNIVERSITY OF CALIFORNIA, THERE'S UNIVERSITY OF GENEVA AND ITALIAN HOSPITAL SOMETHING OR OTHER AND SO ON AND SO ON. THERE'S A BROAD SCOPE OF INSTITUTIONS WHO HAVE READ OUR USER AGREEMENT AND AGREED TO IT. ALL RIGHT. SO THAT WAS THE ETHICAL CHALLENGES. NOW TECHNICAL. THESE ARE REALLY BIG. HIGH DENSITY VIDEO IS LIKE TEN GIGABYTES AN HOUR. DEVELOPMENTAL RESEARCHERS GENERATE A LOT OF VIDEO. WE HAVE CONDUCTED SHUSH SAYS WITH THE COMMUNITY. THE MODAL LAB IS COLLECTING ONE TO FIVE HOURS OF VIDEO A WEEK BUT TEN TO 15 HOURS A WEEK IS SUPER COMMON. LABS THAT USE VIDEO COMMONLY REPORT STORAGE CAPACITY CHALLENGES. THERE'S A REAL NEED FOR HIGH CAPACITY STORAGE, TERABYTES OF STORAGE FOR EACH LAB. CURRENTLY WE HAVE 250 DATA SETS, 69 SHARED, THERE'S 34,000 FILES LIKE 6600 HOURS OF VIDEO FROM SOMETHING LIKE 6500 SUBJECTS. SO IS TO PUT THIS INTO PERSPECTIVE, ICPSR, THE LARGEST REPOSITORY FOR SOCIAL SCIENCE RESEARCH AND WHICH HAS BEEN IN OPERATION FOR 50 YEARS, THEY'RE ENTIRE WAREHOUSE STOREHOUSE OF DATA IS TEN TERABYTES. DATABRARY IS STORING OVER 25 TERABYTES AND CAPACITY IS FOR HUNDREDS OF TERABYTES MORE SO THIS CAN EASILY SCALE. REALLY EASY TO UPLOAD VIDEOS TO DATA BRARY SO YOU CAN DO IT BY BROWSING AND CLICKING ON THE FILE THAT YOU WANT, THE WAY YOU UP LOAD LETTERS OF RECOMMENDATION FOR STUDENTS, YOU CAN DRAG AND DROP A FILE INTO THE WINDOW. AND THEN YOU WAIT FOR IT TO UPLOAD. AND THEN THERE IT IS ON DATABRARY, YOU CAN WATCH, STREAM AND PLAY IT AND IT'S THERE. IT IS EASY TO STREAM VIDEOS ON DATABRARY TO WATCH THEM. THIS IS FROM MIKE FRANK AT STANFORD, AN AMAZING STUDY ABOUT CHILDREN USEK USING PHYSICAL AND MENTAL -- THIS IS AN EXCERPT, A VIDEO EXCERPT THAT HE POSTED FROM HIS STUDY OF A CHILD USING PHYSICAL AND YOU'LL SEE NOW HIGHLIGHT THAT MIKE POSTED OF THE SAME CHILD USING A MENTAL ABOCUS IN THE KID'S MIND, HE'S DOING THE SAME OPERATION BUT DOING THEM WITHOUT THE PHYSICAL OBJECT PRESENT. ALL RIGHT. NOW LET'S TALK ABOUT PRACTICAL CHALLENGES. THE BIGGEST PRACTICAL CHALLENGE IS TO ENABLE OPEN SHARING. NOT JUST WITH THE PEOPLE YOU WANT TO COLLABORATE WITH, NOT JUST WITH THE PEOPLE YOU KNOW, OPEN SHARING MEANS SHARING YOUR DATA WITH ANY AUTHORIZED INVESTIGATOR INCLUDING PEOPLE YOU HAVE NOT HEARD OF AND PEOPLE YOU PEOPLE THAT DISAGREE BUT IT'S ONLY INCLUDES PEOPLE WHO ARE AT INSTITUTIONS THAT SIGN THE AGREEMENT. PEOPLE BUT THEY ARE REAL RESEARCHERS AT A REAL PLACE PART OF THE PRACTICAL CHALLENGE IS RESEARCH AUTONOMY ABOUT SHARING. DATABRARY ALLOWS RESEARCHERS TO CONTROL WHOM THEY SHARE AND WHEN THEY SHARE. THE GOAL OF COURSE IS TO ENCOURAGE SHARING EVENTUALLY WITH ALL THE AUTHORIZED RESEARCHERS BUT WHILE COLLECTING THE DATA, WHILE CODING THE DATA AND WRITING UP RESULTS THEY'RE NOT READY TO SHARE. SO YOU CAN SHARE AT ANY POINT WITH PEOPLE IN YOUR OWN LAB, WITH THE PEOPLE YOU WANT TO COLLABORATE WITH, WITH THE DATABRARY RESEARCHERS OR EVEN WITH THE PUBLIC. YOU WILL GET CREDIT FOR WORK, CREDIT FOR SHARING WITH PERSISTENT IDE FIRE THAT EACH GET THEIR OWN DOI. THE PLAY PROJECT IS A REALLY GOOD EXAMPLE OF A PRIVATE UNSHARED VOLUME. THIS IS SHARED ONLY WITH THIS TINY GROUP OF SELECTED RESEARCHERS IN THIS ROOM, AND WE'RE GOING TO SHARE IT WITH THE DATABRARY COMMUNITY AT SOME POINT BUT NOT RIGHT NOW. THAT LITTLE CLOSE LOCK ICON MEANS THE DATA SET IS PRIVATE. IT HAS NOT YET BEEN SHARED OPENLY. NOW WE'RE SCROLLING THROUGH, YOU CAN SEE ALL OF THE DIFFERENT COLLABORATORS, ALL MEMBERS OF THE LAUNCH GROUP AND THE FOUNDATIONS AND OF AGENCY FOLKS WHO HAVE ACCESS TO THIS VOLUME YOU CAN SEE OUR FUNDING SOURCES FOR THIS WORKSHOP. AND YOU CAN SEE THE ACTUAL DATA. NOW I WANT TO SHOW YOU AN EXAMPLE THAT IS SHARED WITH ALL OF DATABRARY. THE OPEN LOCK, THAT'S THE SHARED ICON. THIS IS CATHY'S AMAZING STUDY FROM A TEN YEAR NSF GRANT THAT SHE HAS HELD AND WE'RE REALLY FORTUNATE BECAUSE SHE SHARED THESE AMAZING DATA WITH EVERYONE ON DATABRARY. THIS IS HOW YOU WOULD SITE THAT DATA SET. SO IF YOU USE DATA FROM CATHY'S DATA YOU SHOULD SITE IT AND DATABRARY WILL TELL YOU HOW TO SITE IT. HERE IS WHAT IT LOOKS LIKE TO DIG DOWN INSIDE OF VOLUME. SO CATHY DOES NOT HAVE THE COLLABORATORS LIKE WE DO, SHE HAS VIDEO EXCERPTS THAT HIGHLIGHT ASPECTS OF THE RESEARCH THIS IS ONLY A LITTLE, IT SAYS AT THE BOTTOM 1500 SESSIONS ARE SHARED FROM FROM THIS DATA SET WITH ALL THE AUTHORIZED RESEARCHERS ON DATABRARY. ANOTHER PRACTICAL CONCERN WAS TO CREATE STANDARD FORMATS FOR PRESENTING THE DATA SET SO WE COULD ENABLE SHARING OF METADATA MAKE VOLUMES SEARCHABLE AND FINDABLE WITHOUT MAKING THIS WHOLE PRACTICE SO BURDEN DENSOME THAT KNOLL NO ONE WOULD WANT TO DO IT. HERE IS THE PLAY WORKSHOP VOLUME AGAIN, AND YOU CAN SEE FOUR SESSIONS, THESE ARE GOLD STANDARD VIDEOS, THEN THERE'S THREEFOLDERS WITH DIFFERENT KINDS OF MATERIALS. HERE WE'RE SCROLLING THROUGH THE SPREADSHEET METADATA FOR EACH SESSION AND THOSE METADATA LIKE RACE, ETHNICITY AND LANGUAGE SPOKEN AND SO ON MAKE THE DATA FAR MORE SEARCHABLE AND SHAREABLE, THEY ALSO MAKE IT REALLY NICE FOR PIs TO GET THEIR NIH ENROLLMENT REPORTS AND SO ON JUST WITH THE PRESS OF A BUTTON. SO CHALLENGES, MEETING THE SCIENTIFIC CHALLENGES, IS THE MOST DIFFICULT PART. THAT'S WHERE THIS PLAY PROJECT COMES IN. BECAUSE VIDEO LIBRARY IS NOT ENOUGH. YOU ACTUALLY HAVE TO FOSTER VIDEO THE MOST IMPORTANT KIND OF REUSE IS RESEARCH REUSE. THIS IS WHERE SOME NEW PERSON OR IT COULD BE LIKE YOU AS THE NEW PERSON, GOING TO YOUR OWN DATA BUT WHEN YOU REVISIT A DATA SET TO ASK A NEW QUESTION BEYOND THE SCOPE OF THE ORIGINAL STUDY. THERE'S ALSO PRE-RESEARCH REUSE. LIKE FOR VIDEO, HOW CAN YOU KNOW IF IT'S USEFUL TO ASK YOUR NEW QUESTION WITHOUT SEEING THE VIDEO AND TRYING IT OUT? YOU HAVE TO KNOW LIKE CAN WE ACTUALLY IN MY CASE SEE THE BABY'S FEET? THEY'RE MOVING ON THE VIDEO OR CAN I HEAR WHAT THEY'RE SEEING? IF I CAN'T I DON'T WANT TO USE THOSE VIDEOS. LEARNING ABOUT PROCEDURES IS A SUPER IMPORTANT FORM OF VIDEO REUSE NSF HAS WRITTEN A BEAUTIFUL PAPER ABOUT IT, HE AND I THINK EVERYONE, EVERY SINGLE PERSON WHO STUDIES BEHAVED YOUR WHETHER E VIDEO YOUR PRIMARY SOURCE OF DATA. ANYBODY WHO STUDIES BEHAVIOR MAKES A VIDEO OF WHAT THEIR PROCEDURE LOOKS LIKE. AND THEY SHOULD SHARE IT. THERE NON-RESEARCH USES TO SEE WHETHER A THEY'RE UP TO CURRENTLY, BROWSING SO YOU CAN GET INSPIRED LIKE DOCTORAL STUDENT TO GET INSPIRED, FINDING NEW IDEAS, MAYBE YOU JUST FEEL YOURIOUS ABOUT A PAPER LIKELY -- CURIOUS ABOUT A PAPER. WHAT IT LOOKS LIKE IF A CHILD HAS ADVOCATE AND NOW YOU CAN FIND OUT. A HUGE, HUGE USE CASE, IS USING EXCERPTS FOR TEACHING SPECIFIC TALKS. ALL OF US DO THAT. AND NOW WITH DATABRARY YOU DON'T HAVE TO RELY ON THE TALKING HEADS, VIDEOS THAT COME WITH YOUR TEXTBOOK, YOU CAN GO ON DATABRARY AND SEARCH AND DOWNLOAD YOUR OWN EXCERPTS. SO DATABRARY ENABLES SEARCHING AND FILTERING LIKE SAY YOU WANT TO FIND ALL THE DATA SETS, FROM THAT HAVE ONE TO THREE-YEAR-OLD CHILDREN BETWEEN 1997 AND 2007. YOU GO TO THIS VOLUME FILTER AND IN IT GETS BLURRY TURN TO THE SIDE AND TURN ON THE HD MONITOR. YOU CHOOSE THE DATES THEN CHOOSE THE AGE OF THE PARTICIPANTS AND CLICK THE BUTTON THAT SAYS APPLY FILTERS AND FILTERS WILL THEN RETURN TO YOU ALL THE SHARED VOLUMES WITH THE DATA THAT YOU ARE SEARCHING FOR. SO IN THIS CASE DANIEL MESSINGER HAS FACIAL EXPRESSIONS IN BABIES AND KATHERINE SHARED VIDEOS THAT ARE ALSO ENTITLED DATABASE AND CATHY'S DATA SET INCLUDES DATA SET UP THROUGH THIS FILTER. IF YOU WANT TO FIND AN EXCERPT AND DOWNLOAD FOR TEACHING, HERE IS WHAT YOU DO. IF YOU DON'T KNOW EXACTLY WHAT YOU'RE LOOKING FOR YOU GO TO THE VOLUME YOU CLICK DOES IT HAVE A HIGH LIGHT AND YOU CAN JUST THERE'S TON THAT HAVE HIGHLIGHTS SCROLL THROUGH IF SOMETHING LOOKS COOL YOU CAN WATCH IT RIGHT THERE, SEE IF THE HIGHLIGHT IS GOING TO BE USABLE FOR YOUR LECTURES THIS IS ACTUALLY EXCERPTS FROM DANIEL MESSINGER'S FACIAL EXPRESSION STUDY. THAT WAS A HIGHLIGHT FROM THE BABIES GETTING OBJECT KNOWLEDGE BAY BOO -- AND MAYBE YOU FIND THE ONE THAT YOU'RE LOOKING FOR IN THIS CASE MARJORIE'S ROSES STUDY DONE IN A MUSEUM ABOUT SOCIAL ATTENTIONISM IN PRE-SCHOOLERS, IF YOU LIKE THE EXCERPTS YOU CAN FIND IT, YOU CAN DOWNLOAD IT, NOW IT'S ON YOUR DESKTOP, YOU CAN INSERT INTO YOUR POWERPOINT AND USE IT FOR TEACHING. HERE IS ANOTHER HUGE STEP FOR REUSING VIDEOS. FOR VIDEOS TO BE REUSED WE NEED TOLLS TO USE THEM. HUMAN CODERS ARE ESSENTIAL. MOST RESEARCHERS QUESTIONS REQUIRE AN ACTUAL HUMAN PERSON TO LOOK AT THE VIDEO AND MAKE A DECISION ABOUT WHAT'S HAPPENING. SOFTWARE TOOLS, CODING TOOLS CAN MAXIMIZE THE TIME AND THE ACCURACY AND THE EFFICIENCY OF THE HUMAN CODERS, AND CAN MINIMIZE THE COST, CAN MAKE IT MORE FLEXIBLE, ENSURE REPRODUCIBILITY AND SO ON. AND CODING TOOL, WHAT IT'S DOING IS LINKING THE VIDEO WITH THE TIME SERIES OF ANNOTATIONS AND CODES. DATA VIEW IS A FREE AND OPEN SOURCE ACADEMIC CODING TOOL, THAT'S REALLY FLEXIBLE AND POWERFUL, IF YOU WANT TO TRY IT OUT GO TO THE WEBSITE AND DOWNLOAD IT. THERE'S A USER GUIDE THAT REVIEWS ALL THE MATERIAL IN THE PRESENTATION PLUS MUCH MORE, THERE'S ALSO A BEST PRACTICES GUIDE. AND DATA VIEW HAS THREE BIG PARTS. THERE IS A MEDIA PLAYER THAT DISPLAY AS VIDEO, THERE'S A CONTROLLER THAT NAVIGATES THE VIDEO PLAY BACK. AND THEN THERE'S THE SPREADSHEET WHERE YOU ACTUALLY ENTER THE DATA. DATA VIEWS PLAY BACK CONTROL OPERATES ON THE NUMBER PADS ANY STANDARD KEY PAD AND BUTTONS ON THE NUM PAD CORRESPOND THE DIFFERENT ACTIONS SO THE GREEN BUTTON LET YOU MOVE THROUGH THE VIDEO, YOU CAN PLAY OR PAUSE OR JOG OR SHUTTLE DIFFERENT SPEEDS. THE BLUE PIECE LABEL EVENTS WITH ONSET AND OFFSET TIMES. AND THE FINGER MOVEMENTS ARE REALLY SMALL, EASY AND QUICKLY BECOME AS AUTOMATIC AS TYPING ON A KEYBOARD. I WANT TO SHOW YOU HOW EASY IT IS TO MOVE THROUGH A VIDEO WITH MINIMAL HANDS MOTIONS, HAND MOVEMENTS AND NO EVIL MOUSING, SO ON THE LEFT YOU WILL SEE A VIDEO OF A CHILD PLAYING AND ON THE RIGHT YOU WILL SEE THE HANDS ON THE KEYPAD CONTROLLING PLAY BACK. WHAT I WANT TO GET FROM THE VIDEO OF THE HAND IS HOW LITTLE MOVEMENT IS REQUIRED TO CONTROL THE PLAY BACK OF THE VIDEO. AND WHAT I WANT YOU TO GET FROM THE VIDEO OF THE BABY IS HOW MUCH CONTROL YOU HAVE OVER THE PLAY BACK. SO A LITTLE TAP AND YOU'RE WATCHING THE VIDEO IN NORMAL SPEED AND THEN MAYBE THEY'RE GOING TO FAST FORWARD UNTIL THIS KID IS CLIMBING UP THE STAIRS N. AND AS THE BABY GETS CLOSER YOU CAN SLOW DOWN AND JUST WITH A COUPLE OF FINGER MOVEMENTS JOG FORWARD OR BACKWARDS WITH THE HANDS AND KNEE ARE TOUCHING THE STAIR, WHATEVER IT IS YOU WANT, AND THEN OTHER SMALL MOVEMENTS NOW HAVING TO PICK YOUR HAND UP AND DRAG A MOUSE AROUND, BUT YOU ARE CONTROLLING THE SPEED AND DIRECTION OF THE PLAY BACK. THAT WAS KIND OF COOL, YOU WANT TO SEE IT AGAIN, ONE LITTLE MOTION YOU CAN JUMP BACK AND WATCH THE SAME EVENT AGAIN. IF YOU WANT TO SEE EVENTS BACKWARD YOU CAN DO THAT, THAT'S ACTUALLY SUPER HELPFUL WHEN YOU WANT TO FIND LATENCIES HOW LONG SOMETHING TOOK OR WHEN EVENTS STARTED. YOU CAN PLAY THE VIDEO UP TO 32 TIMES NORMAL SPEED TO FIND SAY WHEN THE SESSION ENDED OR WHEN A TASK ENDED. DATA VIEW AS A REALLY UNIQUE WAY OF VISUALIZING WHAT YOUR CODING WHILE YOU'RE CODING IT. SO AGAIN, I THINK MAYBE THESE FRAMES ARE MORE CLEAR BUT YOU'RE LOOKING AT THE SPREADSHEET AND A LIST VIEW RIGHT NOW. AS THE VIDEO SCROLLS YOU CAN SEE ALL THE CODED WORK. THE SPREADSHEETS ARE COMPLETELY USER DEFINED. DATA VIEW HAS NO MANDATES ABOUT WHAT OR HOW OR THE KINDS OF THINGS THAT PEOPLE CODE OR HOW THEY WILL CODE IT. NOW WITH A CLICK OF A BUTTON, TEMPORAL ALIGNMENT VIEW WHERE THE SIZE OF EACH IS REFLECTING WHEN IT HAPPENED, HOW LONG IT HAPPENED AND THE AMOUNT OF MATERIAL IN THAT CELL SO YOU CAN SEE WHAT EVENTS ARE NESTED AND HOW THEY RELATE TO EACH OTHER. THEY HAVE THREE WAYS OF ASSIGN ING TIME TO EVENTS. SO IN CONTINUOUS CODING EVERY FRAME IS ACCOUNTED FOR. LIKE THINK OF AN INFANT STUDY THE BABY IS LOOKING RIGHT, THE BABY IS LOOKING LEFT OR LOOKING AWAY, THAT'S IT. EVERY FRAME THEY DO ONE OF THOSE THINGS. LOOKING RIGHT OR LEFT OR LOOKING AWAY. WITH CONTINUER WOWS CODING THE LAST VIDEO -- CONTINUOUS CODING THE LAST FRAME IS ONE MILLIONLY SECOND BEFORE THE NEXT VIDEO FRAME. BECAUSE THE COMPUTER KNOWS THIS, THIS IS A COMPUTER, THE CODER ONLY NEEDS TO FIND WHEN THE NEW BEHAVIOR STARTS BECAUSE DATA VIEW NOSE THAT THE OLD BEHAVIOR HAS ENDED. SO CODERS PRESS ONLY ONE BUTTON AND DATA VIEW PRESSES THE OTHER BUTTONS FOR YOU. WITH EVENT CODING THAT'S WHEN YOU ONLY -- YOU WANT TO ACCOUNT FOR SOME OF THE VIDEO FRAMES. OTHERS JUST LINK, YOU DON'T CARE ABOUT IT. THIS IS COMMON IF YOU HAVE A TRIAL BASED STUDY. YOU WANT TO FIND THE TIME WHEN THE TRIALS WERE HAPPENING AND LEAVE THE OTHER TIME BETWEEN THE TRIALS BLANK LIKE WHEN YOU SWAP DISPLAYS. OR IN THE PLAY PROJECT. WE ONLY IDENTIFY EVENTS OF INTEREST, WE WANT TO KNOW WHEN THE INFANT AND MOTHER IS LOCO MOTORING AND NOT THE TIMES THEY'RE NOT OR WHEN THEY'RE TALKING AND NOT TIMES WHEN THEY'RE NOT TALKING. AND NOW THE CODERS WOULD NEED TO SAY WHEN AN EVENT STARTED AND WHEN IT ENDED SO THE CODERS HAVE TO MAKE TWO BUTTON PUSHES AND SEE THERE'S BLANK TIME BETWEEN THE EVENTS. POINT SELF-CODING IS WHEN YOU WANT TO REFERENCE ONE PLACE IN THE VIDEO. SOME DON'T REALLY CARE WHEN THEY STARTED OR ENDED AND THIS IS COMMON FOR TRANSCRIBING IF YOU WANT TO GET IN THE MIDDLE OR YOU MAYBE ONLY CARE WHEN SOMETHING STARTED, YOU DON'T CARE WHEN IT ENDED. SO NOTICE THE ONSET AND OFFSET TIMES ARE EXACTLY THE SAME. AND SO THE CODERS ONLY NEED TO FIND ONE TIME AND PRESS ONE BUTTON. I WANT TO SHOW YOU AN EXAMPLE WHAT IT FEELS LIKE TO CODE WITH DATA VIEW. SO THIS IS FROM A NEW STUDY, ON HOW CHILDREN LEARN ABOUT THE HIDDEN AFOR DANCE OF AN OBJECT. THE LID OF A CONTAINER, -- THE LID OF A CONTAINER, HAVE TO TURN TO THE LEFT, HOW DO WE LEARN THESE THINGS? AND SO THIS IS PART OF A SESSION WHERE A BABY IS TRYING TO OPEN UP THE PER WARE CONTAINERS OF DIFFERENT TYPES AND IT REQUIRES A PULLING ACTION. AND SO THE CODER IS -- SO THE CODER IS A HANDS ON THE BOTTOM, THIS IS THE VIDEO SHE'S WATCHING SO SHE WAS FINDING WHEN EXACTLY THE CONTAINER WAS PRESENTED, THAT FRAME LABELING IT AS TRIAL NUMBER 34 AND CONTAINER WAS ONLY IN A DOWNWARD AND IT WAS CONTAINER NUMBER 6 AND THEN SHE'S GOING TO JUST SAY YES, NO, IF THE BABY DID ANY OF THOSE ACTIONS. NOW THAT TRIAL HAS ENDED AND SHE'S PUT AN TIME FOR WHEN THE TRIAL ENDED. THE LITTLE S ON THE END MEANS THE BABY SUCCESSFULLY OPENED IT BUT THESE ARE USER DEFINED CODES, YOU CAN DO IT ANY WAY YOU WANT, FINDING THE EXACT FRAME WHEN THE NEXT TRIAL STARTS, IT'S TRIAL 35, THE CONTAINER IS ORIENTED UPWARD AS CONTAINER 8 AND CODER IS WATCHING TO SEE WHICH OF THESE BEHAVIOR IT IS CHILD DOES, AND THEN THE EXACT FRAME WHEN SHE GETS THE CONTAINER OPEN. AND THEN SHE MARKS THAT AS THE OFFSET. IT'S REALLY FAST. 'S REAL TIME, WHAT IT LOOKS LIKE TO CODE A DATA VIEW. THEN YOU WANT TO CODE A TIME SAMPLE, SAY I WANT TO LOOK AT THREE SECONDS OF SOMETHING OR CHUNK THIS WHOLE STREAM OF ACTIVITY IN A TEN SECOND CHUNK. DATA VIEW ALLOWINGS YOU TO DEFINE THAT AND TO LOCK YOURSELF INTO THE FIRST TEN SECOND CHUNK SEE WHAT HAPPENS THERE AND THE NEXT TEN SECOND CHUNK SO ON. SO THIS IS SHOWING YOU THE FEATURES, WE HAVE THE COLUMN LIS, WE LOOK AT THE IDEA AND THE TASK OR SORRY THE TRIAL. WE'RE RUNNING A SCRIPT TO FIND THE FIRST THREE SECONDS OF EACH OF THOSE OPENING UP TUPPER WARE TRIALS AND ONLY CHOOSING THE TRIAL IT IS BABY DID THE CORRECT PULLING ACTION, WE'RE ASKING DID THE KID KNOW IMMEDIATELY YOU PULL THE LID TO GET A TUPPER WARE OPEN SO WE LOOK LOCKED INTO THE FIRST THREE SECONDS OF EACH OF THESE TRIALS AND THE CODER IS JUST SKIPPING ONLY TO THE TRIALS WHERE THE KID PULLED THE LID OPEN AND CODING DID SHE DO IT IN THE FIRST THREE SECOND, YES OR NO. SO THAT IS AN EXAMPLE OF TIME SAMPLING CODING. I WANT TO SHOW YOU SOME THINGS THAT YOU CAN DO WITH THE POWERFUL SCRIPTING LANGUAGE. YOU CAN CATCH ERRORS BEFORE YOU LOGGED OUT OF A FILE AND YOU CAN DO THAT BY WRITING A SCRIPT SO HERE THEY FOUND ONE ERROR IN CELL NUMBER 7, THE ERROR WAS THE PERSON TYPED .10 INSTEAD OF 10. SO THEY CAN CHANGE IT BEFORE THEY PASS THE FILE ALONG TO CHECK INTERRELIABILITY. THEN TO CHECK INTERRATER RELIGHT, ONE PRIMARY CODER CODES THE WHOLE POSSIBILITY AND THEN ADD A RELIABILITY COLUMN WITH A SCRIPT SO THEN A SECOND CODER COULD THEN DO A SUBSET OF THE DATA. SO THE CODER RUNS THE SCRIPT, THAT'S IT. AND IT HAS HERE INSERTED A CELL EVERY FOURTH TRIAL SO THAT THE RELIABILITY CODER IS GOING TO BE SCORING 25% OF THE DATA. THIS MAKES CODING SO MUCH FASTER SO MUCH MORE EFFICIENT AND THEN THEY HAD THE ORIGINAL COLUMN SO THE RELIABILITY CODER WILL STAY HONEST. DATA VIEW HAS A BUILT IN EXPORT FUNCTION, SO YOU CAN EXPORT DOWN TO CELL LEVEL OR TO THE FRAME LEVEL. YOU JUST GO TO THE DROP DOWN MENU WHERE IT SAYS FILE AND EXPORT THE FILE. IT WILL EXPORT IT AS A CFV FILE SO IF YOU'RE LOOKING AND SAYING I DON'T KNOW, I DON'T WANT IT TO BE EXPORTED LIKE THAT, I DON'T WANT TO GET FRAMES NUMBERS, I WANT -- I DON'T WANT LIKE -- I WANT TO HAVE THE SAME DATA REPEATED DOWN EVERY ROW. YOU CAN EXPORT THE DATA EXACTLY THE WAY YOU WANT TO, BY RUNNING A SCRIPT, DATA VIEW HAS A GREAT BIG SCRIPT LIBRARY AND REAL LIVE HUMAN PEOPLE WHO WILL HELP WITH SCRIPT WRITING AND WITH OTHER KINDS OF TECHNICAL ISSUE US SO YOU CAN SEE THE DATA EXPORTEDPORTED IN A DIFFERENT WAY. FINALLY, I WANT TO SHOW YOU THAT YOU CAN PERFORM ANY OPERATION ON A SINGLE FILE OR ON TWO FILES OR 200 FILES OR 2000 FILES, YOU CAN DO THAT JUST WITH ONE BUTTON IN A SCRIPT, SO NOW WHEN WE SCROLL DOWN, WHEN YOU'RE LOOKING AT COLUMN B THAT'S THE SUBJECT NUMBER AND INCREMENTING 121, 122, ET CETERA, SO THAT WAS THE WHOLE DATA SET. DATABRARY AND DATA VIEW OFFER TOOLS FOR VIDEO ENABLED DISCOVERY, WE ARE OVERCOMING HEALTHCAL AND TECHNICAL AND PRACTICAL SCIENTIFIC CHALLENGES. AND AND THE NEXT STEP, WE THINK, IS TO REALLY PUSH PEOPLE IN TO REUSING VIDEOS. HOW DO YOU FACILITATE VIDEO REUSE WITHIN AND ACROSS LABS? WHAT SPARKS REUSE? WE THINK WHAT SPARKS REUSE IS INTEREST IN A PARTICULAR TYPE OF DATA AND IN THE QUALITY OF THE DATA. ACTUALLY THE ONLY DATA I EVER USED ON DATA BROADBANDRARY RIGHT NOW ARE MY OWN DATA BECAUSE I'M THE PERSON COLLECTING THE DATA AND SHARING THE KIND OF DATA THAT I WANT TO REUSE. SO WE INVENTED THE PLAY PROJECT, ALL OF YOU CAN COLLECT DATA THAT I TOTALLY WANT TO REUSE. YOU GET MY POINT. THE SYNERGISTIC PLAY MODEL IS A MODEL THAT'S DESIGNED TO ADVANCE VIDEO REUSE AND AUTONOMOUS SCIENTIFIC DISCOVERY. [APPLAUSE] WELCOME BACK. RICK IS GOING TO BE DOING THE BEGINNING AND MODERATING THE DISCUSSION BUT I DO WANT TO INTRODUCE MYSELF. I'M JIM GRIFFIN, I'M DEPUTY CHIEF OF THE CHILD DEVELOPMENT AND BEHAVIOR BRANCH AT NICHD. I'M ALSO -- OKAY. PROJECT SCIENTIST FOR DATABRARY. SO HAVE BEEN INVOLVED IN REALLY A TRUE BELIEVER IN THIS AND SUPPORTER OF IT, FROM ITS INCEPTION. I WILL TRY TO USE ONE PROFOUND QUOTE WHICH IS THERE'S THREE THINGS THAT CANNOT REMAIN HIDDEN. THE SUN, THE MOON, AND THE TRUTH. THAT'S A QUOTE FROM BUDDHA. THE FOURTH IS DATA FROM INVESTIGATORS INCLUDING VIDEO DATA. AND BUT REALLY THOUGH IN THIS ERA WE'RE REALLY TRYING HARD OBVIOUSLY IN TERMS OF HAVING DATA ACCESSIBLE AND CONTINUED DATA IS NO EXCEPTION. THE OTHER THING I WANT TO DO QUICKLY IS TO RECOGNIZE AGAIN THE FUNDING FROM THE NIH OFFICE OF DIRECTOR, OFFICE OF BEHAVIORAL AND SOCIAL SCIENCE RESEARCH WHO GENEROUSLY DID PROVIDE A SUPPLEMENT TO HELP MAKE THIS WORKSHOP POSSIBLE AND DR. MIKE IN THE BACK IS ACTUALLY WITH US HERE TODAY SO AGAIN, THANK YOU, MIKE. AGAIN, THANK YOU TO THE OFFICE. [APPLAUSE] >> IF YOU'RE NOT AWARE OF OBSSR, GO TO THE WEBSITE AT NIH AND DO A SEARCH THEY CAME OUT WITH A NEW STRATEGIC PLAN. THEY REALLY ARE THE VOICE OF THE BEHAVIORAL AND SOCIAL SCIENCES AT NIH WHEN I THINK WE NEED THEM EVEN MORE SO PERHAPS THAN EVER. SO AGAIN, THANK YOU FOR SUPPORTING THIS. THAT IS ALL I HAVE. RICK IS PLAYING AIR TRAFFIC CONTROL. OKAY. GOOD. SO AGAIN, I WILL BE HERE ALL DAY, IF YOU HAVE QUESTIONS, IFTY OWE YOU A EMAIL RESPONSE OR IF YOU -- ANYTHING ELSE LIKE THAT, I WILL BE HAPPY TO TALK TO YOU DURING BREAKS. RICK. >> THANKS, JIM, I WANT TO REITERATE, WE HAD AMAZING SUPPORT NOT ONLY FROM NIH, PLANNING THIS WORKSHOP BUT REALLY FROM FOUNDATION PARTNERS, WE HAVE GREAT HELP AND YOU HAVE A CHANCE TO THANK BUT WE WANT TO SAY UP FRONT, IT TAKES A VILLAGE TO LAUNCH A PROJECT LIKE THIS, WE'RE ALREADY SHOWING INTELLECTUAL VILLAGE IN THE MAKING. SO WE HAVE SOME -- WE HAVE MANY SECTIONS THROUGHOUT THE WORKSHOP TODAY WHERE WE WANT TO HAVE INTERACTIVE DISCUSSIONS WITH YOU, RATHER THAN JUST ONE WAY. I THINK SO THIS IS REALLY YOUR TIME O YOUR CHANCE TO PROVIDE US WITH FEEDBACK, ASK QUESTIONS BUT WHAT WE'RE GOING TO START WITH OUR REMOTE PARTICIPANTS AND GIVE THEM THE FLOOR, IF THERE ARE COMMENTS YOU WANT THE MAKE ABOUT THE PRIOR PRESENTATIONS OR QUESTIONS THEY WANT TO RAISE, I WILL SAY WE WILL BE GETTING INTO ISSUES ABOUT THE SCIENCE AT PLAY AND SUGGESTIONS ABOUT A STUDY IN DETAIL SO MAYBE QUESTIONS OR ISSUES WE RAISE, THAT WE WILL DEFER TO LATER BUT REMOTE PARTICIPANTS, WHOM WE HAVE A NUMBER, ARE THERE ISSUES YOU WOULD LIKE TO BRING TO THE FLOOR? I THINK CASEY IS IN COMMUNICATION -- I SEE A HAND RAISED THERE. THAT IS MY HAND. SO I'M GOING TO GO INTO THE ROOM, VANESSA. KAREN WILL MAKE ME TELL THE STORY. >> INTRODUCE YOURSELF. >> MY NAME IS VANESSA FROM RUTGERS, INTERESTING THAT KAREN BROUGHT UP IN HER TALK THE SCALE ERROR EXAMPLE. JUDY GELOESH AND DAVID AND COLLEAGUES FROM THEIR RESEARCH. I WAS ACTUALLY A GRADUATE STUDENT IN JUDY'S LAB AT THE TIME. WHEN THE PAPER WAS GETTING REVIEWED, THE REVIEWERS ON THE FIRST ROUND HAD QUESTIONS ABOUT THIS SCALE ERROR BEHAVIOR. SOME HAD A HARD TIME BELIEVING IT WAS HAPPENING. SO I REMEMBER JUDY -- THIS WAS IN LIKE 2002 OR SOMETHING WHERE TECHNOLOGY WAS NOT WHAT IT IS NOW BUT THEY WERE SCRAMBLING TO FIGURE OUT HOW TO GET REVIEWERS A VIDEO OF THESE ACTUAL BEHAVIORS, THEY FIGURED HOW TO DO IT AND THE PAPER WASN'T ACCEPTED UNTIL REVIEWERS SAW, PROBABLY THE VIDEO YOU SAW, SO -- AND IT MADE ME THINK ANOTHER REALLY GOOD USE OF THIS IS I STRUGGLED BEFORE WANTING TO INCLUDE VIDEOS AND GRANT PROPOSALS SO EXAMPLES. I NEVER THOUGHT OF THIS BEFORE BUT DATABRARY IS A GOOD TOOL FOR HAVING A LINK TO THE VIDEO DATA FOR MAN JEW CRYPTS AND GRANTS -- MANUSCRIPTS AND FOR GRANTS. I SUBMITTED AN NSF GRANT THIS SUMMER WHERE I WANTED TO INCLUDE A VIDEO, I DID IT BECAUSE I'M STUPID BUT THIS IS IS WAY -- I KNOW I'M SORRY. BUT THIS IS JUST ANOTHER USE THAT I THINK WOULD BE REALLY GOOD MOVING FORWARD TO HAVING EXAMPLES WHEN WE SUBMIT MANUSCRIPTS TO POINTING REVIEWERS TO WHAT THE DATA LOOK LIKE. >> GREAT. GO AHEAD. >> THIS BRINGS UP A POINT WHERE WE HAVE -- WE DO WANT TO SUBMIT VIDEOS WITH THE SUBMISSION TO MANUSCRIPT BUT WE DON'T KNOW HOW USING DATABRARY AND KEEPING IT BLIND. >> GREAT SUGGESTION. THAT WOULD REQUIRE SOME CHANGES TO DATABRARY, SHOW OF HANDS HOW MANY WANT TO SHARE VIDEOS FOR REVIEWS OR MANUSCRIPTS OR PROPOSAL? SOUNDS LIKE THAT SHOULD BE ON OUR LIST OF THINGS TO CONSIDER. PLEASE COMMENT. AND WOULD YOU SAY YOUR NAME? (OFF MIC) >> I'M CHRISTINE OLESON. I WAS GOING TO SAY FOR THE PERSON WHO NEEDED IT MORE URGENTLY, OSF CAN DO THAT RIGHT NOW. CAN'T YOU UPLOAD A VIDEO, YOU CAN REMOVE THE SETTINGS OF WHO YOU ARE. SO YOU CAN HAVE A BLIND REVIEW STILL. >> INTERESTING. >> WE DID THAT RECENTLY. >> GREAT. YES, PLEASE. JEFF, GO AHEAD. >> I'M JEFF HADAD. I HAD A QUESTION ABOUT DATA SHARING ON VIDEOBRARY, IF I WAS TO SAY UPLOAD DATA SET FROM A STUDY I WAS DOING IN -- I ASSUME SOME X NUMBER OF PARENTS WOULD NOT WANT TO SHARE -- NOT WANT TO GIVE PERMISSION TO SHARE THE VIDEO. THEN SOMEONE MIGHT GO REANALYZE THAT VIDEO I UPLOADED AND MAYBE CALCULATE SIMILAR VARIABLES WHAT I CALCULATED AND FIND SOMETHING DIFFERENT. AND ONE POTENTIAL THAT I HAD -- ONE REASON COULD BE BECAUSE THEY MAYBE CODED DIFFERENTLY BUT ANOTHER REASON IS THEY COULD USE IT IN A SMALLER SUBSET OF DATA THAN WHAT I USE. SO I WAS WONDERING IF THERE'S WAY TO KNOW, MAYBE IF THERE IS I APOLOGIZE BUT A WAY TO KNOW HOW MANY PARENTS IN THE DATA SETS PUT THAT INFORMATION UP WHEN, HOW MANY PARENTS DIDN'T GIVE -- HOW MANY SUBJECTS ARE MISSING FROM THE DATA SET. >> ABSOLUTELY. SO I THINK WE'LL HAVE MAYBE ANOTHER CHANCE LATER TO SEE THE DATABRARY VOLUMES BUT FRONT PAGE BELOW THE DESCRIPTION STUDY YOU INDICATE HOW MANY SHARED SESSIONS THERE WERE OUT OF THE TOTAL NUMBER. SO FOR EXAMPLE, THE VOLUME OF CATHY'S DATA THAT WE SAW, IF THERE WERE 1100 SESSIONS, SOME SMALLER, SIGNIFICANTLY SMALLER NUMBER WERE IN NOT SHARED SO IN THAT CASE MOST PREPARED SHARE BUT FOR EXACTLY THAT REASON. SO OUR POLICY HAS BEEN TO TRY TO PROVIDE RESEARCHERSES AN OPPORTUNITY TO SHARE AS MUCH INFORMATION AS POSSIBLE INCLUDING THE FACT THAT I TESTED 30 AND FIVE SAID NO. BUT YOU CAN SEE THERE DEIDENTIFIED DEMOGRAPHIC CHARACTERISTICS AND WE SHARE INFORMATION WE THINK WE HAVE PERMISSION TO SHARE. >> SO FOR PEOPLE WHO DIDN'T AGREE TO SHARE RECORDS ARE YOU ABLE TO SHARE DEIDENTIFIED DATA FOR THOSE PARTICIPANTS, NUMERICAL -- >> THAT'S EXACTLY WHAT THE ASSIGNING A PERMISSION LEVEL TO A PARTICULAR SESSION, ONLY THE METADATA THAT ARE -- CAN BE SHARED FROM THAT SESSION AT THE LEVEL A PARTICIPANTS ALLOWED ARE EXPOSE SOD THAT'S THE LEVEL OF INDIVIDUAL SESSION. EXACTLY. >> THANK YOU. >> YOU CAN SHARE DEIDENTIFIED DATA. >> RIGHT. THAT IS SOMETHING MANY CAN DO NOW, EVEN IF YOU DON'T HAVE PIPELINE PERMISSION TO SHARE IDENTIFIABLE DATA, MANY PEOPLE CAN SHARE DEIDENTIFIED DATA. PLEASE GO AHEAD. >> HI. I HAVE A QUESTION, KAREN WAS TALKING HOW YOU CAN DOWNLOAD EXCERPTS OF VIDEOS TO USE IN TEACHING. I GUESS I WAS WONDERING HOW BROADLY TEACHING IS DEFINED. CAN I USE EXCERPTS FOR EXAMPLE, IN LIKE A VIDEO TRAINING I WANT TO SHOW PARENTS? OR SOMETHING LIKE THAT? OR IS IT JUST TO TEACH STUDENTS -- >> THE LANGUAGE IS PRETTY BROAD. IT SAYS FOR -- I THINK IT SAYS FOR RESEARCH OR EDUCATIONAL PORNS OR INFORMATIONAL RESEARCH PURPOSES AND CONSENT FORM, SO THE MODEL THAT WE HAVE ADOPTED IS ONE WHERE YOU AS RESEARCHER HAVE TO MAKE THE DECISION IS THIS AUDIENCE AND THE WAY I'M PRESENTING THIS DATA DOES IT PROTECT THE PARTICIPANTS DEPICTED. IS THIS CONSISTENT WITH WHAT THEY GAVE PERMISSION TO. SO -- I WOULD THINK I CAN MAKE AN ARGUMENT FOR THAT IN YOUR CASE. CERTAINLY ALL THE VIDEOS -- I SUPPOSE IT SHOULD GO WITHOUT SAYING THE VIDEOS WE SHOW YOU TODAY ARE ONES THAT HAVE -- WE HAVE BEEN GIVEN PERMISSION TO SHOW THIS KIND OF SETTING. AND SO THIS IS -- MAY NOT BE SOMETHING -- I WANT TO MENTION HERE, IN OUR VIEW WE SORT OF STUCK TO, THERE'S A REALLY BIG DIFFERENCE THOUGH IT'S SUBTLE ONE, BETWEEN KAREN OR CATHY OR MYSELF OR YOU, CHOOSING TO SHOW A VIDEO, DESCRIBING WHAT'S GOING ON, DECIDING THE AUDIENCE THAT WE SHOW IT IN, THERE'S AN IMPORTANT CHECK ON EVEN IF THE VIDEO ITSELF RECORDING OF THIS SHOWING ENDS UP IN A PUBLIC SETTING, THAT OUR NAMES AND FACES AND OUR PROFESSIONAL REPUTATIONS ARE LINKED TO THAT SHOWING. WE THINK THAT'S A -- THOUGH THE RECORDINGS OF THAT VIDEO MIGHT BE SHOWN IN MORE PUBLIC SETTINGS, IT'S AN IMPORTANT DISTINCTION TO MAINTAIN, REMINDS US OF THE CARE WHICH WE MUST TAKE THE DATA. OTHER POINTS? GO AHEAD. >> THANK YOU, HI. I HAVE A QUESTION ABOUT OLD DATA. I HAVE SEVERAL DATA SETS I CHECKED IN A VERY NATURAL iIC WAY AT HOME. AND -- NATURALISTIC WAY AT HOME. I HAVE DINT A WHILE NOW, I LOVE TO SHARE THE DATA BUT ISSUE IS CONSENT. SO I'M WONDERING HOW YOU GO ABOUT FIGURING OUT WHETHER YOUR IRB WOULD BE OPEN TO DATABRARY AS A POSSIBILITY. SO WE HAVE SEPARATE LANGUAGE IN CONSENT FORMS FOR CONSENTING STUDY AND SHOWING VIDEOS TO SCIENTIFIC EDUCATIONAL AND MEDIA AUDIENCES. AND PARENTS CAN SIGN OR NOT SIGN. SO IS THIS SOMETHING DO I GO TO IRB AND ASK IF THEY THINK THE DATABRARY IS COVERED? IF BY NOW THE KIDS ARE IN COLLEGE AND THERE'S IN WAY TO FIND THE FAMILIES. >> GREAT QUESTION. SO WE CALL THAT GRANDFATHERING DATA. AND THERE'S A LITTLE BIT OF LANGUAGE ON OUR WEBSITE BUT EXACTLY WHAT YOU SAID, IS THE PROCEDURE IS FOR YOU TO TALK TO YOUR IRB, HAPPY TO PARTICIPATE IN THAT CONVERSATION AND HELP YOU MAKE THAT APPROACH. WHAT HAS TO BE DONE EFFECTIVELY SINCE WE CAN'T GO BACK IN TIME AND RESET EVENTS THOUGH I THINK THERE ARE TIMES IN LIFE THAT MIGHT BE A NICE THING TO DO. IN THIS PARTICULAR CASE, WHAT WE WOULD NEED TO DO IS ASK THE QUESTION DID THE PARTICIPANTS, WHAT PERMISSION DID THEY GIVE, IS IT CONSISTENT WITH ONE OF DATABRARY'S LEVELS. WHAT YOUR UNDERSTANDING IS, WHAT YOUR IRB UNDERSTANDING IS AND WHAT PARTICIPANTS UNDERSTOOD AND RELEASE LEVELS WE ARE HAPPY TO PUT THOSE MATERIALS ON. THAT INCLUDES A FULL DATA SET WHERE PARTICIPANTS MAY HAVE CHOSEN NOT TO GIVE PERMISSION, YOU CAN THEN SHOW AGAIN, THE FULL RANGE OF PEOPLE YOU TESTED, AND THE FRACTION OF THOSE WE HOPE LARGE THAT SAID YES TO SOME SORT OF SHARING AT WHAT LEVEL. AGAIN, JUST TO REMIND EVERYONE, HAVING PERMISSION TO SHARE AT A MORE LIBERAL LEVEL THAN -- DOES NOT REQUIRE YOU TO DO THAT. YOU MAY MAKE A DECISION GIVEN THE CONTEXT OF YOUR PARTICULAR STUDY TO FOR EXAMPLE MAYBE YOU HAVE PERMISSION FOR EXCERPTS OR THINK YOU CAN ARGUE PERMISSION FOR EXCERPTS BUT YOU'RE JUST NOT SURE. SHARE IT JUST WITH OTHER AUTHORIZED RESEARCHERS AND NOT HAVE THAT LEVEL. OBVIOUSLY OUR GOAL IS FOR AS MUCH SHARING AS POSSIBLE BUT NOT -- SO CONVERSATION WITH IRB. I THINK KAREN AND I HAVE BEEN SURPRISED THAT IRBs HOW MUCH DATA IS AROUND THAT MIGHT -- DATABRARY UNDER THIS FRAMEWORK BUT AGAIN A CONVERSATION. SO I'LL MOVE BACK HERE. I'M SORRY. GO AHEAD. >> I WANTED TO FOLLOW-UP USING VIDEOS FOR TEACHING AND THAT STRUCK ME BECAUSE LIKE YOU, I'LL NEVER HAPPY WHAT'S AVAILABLE WITH THE TEXTBOOK, I'M USING VIDEOS OF MY OWN KIDS IN THE CLASSROOM, IT WOULD BE NICE TO PULL STUFF OUT OF DATABRARY BUT I DON'T HAVE TIME TO COMB THROUGH ALL THE VARIOUS OPTIONS AND I'M SURE THERE'S A LOT OF SIMILARITY ACROSS FOLKS IN THEIR WHAT THEIR NEEDS ARE TEACHING CHILD DEVELOPMENT CLASS OR SOMETHING LIKE THAT, IT MIGHT BE VALUABLE TO PUT TOGETHER FOLDER OF CLIPS PEOPLE GATHERED TO ILLUSTRATE VARIOUS ASPECTS RATHER THAN HAVING EACH -- >> KAREN, DO YOU WANT TO TALK? >> THAT'S GREAT. THE QUESTION I HAVE FOR YOU IS HOW WE HOW DO WE GET YOU THE GIVE US YOUR VIDEOS? SO WE HAVE TRIED HAVING ED COPPER SAYS WE HAVE HAD GROWING PAINS SO FORTH BUT WE REALLY WOULD LIKE TO HAVE A LARGER GROUP OF DISPLAYS AND EXCERPTS. MY QUESTION TO YOU, HOW DO WE MAKE THAT HAPPEN? HOW MANY HAVE THINGS YOU KNOW YOU CAN SHARE, ARE YOU SHOWING IN YOUR CLASSROOM? IF YOU'RE SHOWING IN YOUR CLASSROOM ALMOST CERTAINLY YOU HAVE PERMISSION IF YOU OWN THE RIGHTS TO THAT VIDEO, SHARE ON DATABRARY. >> IF ANY VIDEO YOU HAVE SHOWN AS SRCD O ANYTHING ELSE, IT ALREADY IS AN EXCERPT THAT ALREADY IS AT THE EXCERPT LEVEL SO THOSE EXCERPTS CAN BE SHARED WHETHER OR NOT THE RAW RESEARCH VIDEO BEHIND IT CAN BE SHARED. SO IT'S REALLY HELPFUL TO HAVE A WHOLE DATA SET EVEN IF ALL YOU CAN SHARE FROM IT ARE THE FEW EXCERPTS YOU HAVE ALREADY SHOWN TO 7,000 CLOSEST FRIENDS AT SRCV YOU CAN SHARE THAT SO OTHERS CAN USE IT FOR TEACHING OR IN THEIR TALKS. >> GREAT IDEA, I WAS THINKING OF HAVING A MORE DEDICATED FOLDER WHERE THE STUFF GETS COLLECTED PHYSICALLY BY TEACHING. >> YOU'RE SAY SOMETHING LIKE A DEDICATED VOLUME WHERE YOU HAVE THINGS FROM -- ABSOLUTELY RIGHT. RIGHT NOW LACKING THAT, WE HAVE ABILITY TO TAG INDIVIDUAL FILES FOR THAT PURPOSE, YOU CAN SEARCH ACROSS THAT, THAT'S GREAT. MY PRESUMPTION IS ANOTHER USE CASE DETRACTED TO LOTS OF DIFFERENT TYPES. THAT'S GREAT. (OFF MIC) >> GOOD QUESTION. ONE CAN BE OUT EASILY IF IT'S NOT THERE AND MAYBE WHILE CHECKING -- WOULD YOU CHECK TO SEE TEACHING TYPE? >> HI. I THINK THERE IS A TAGGING, A TEACHING TAG BECAUSE I KNOW BECAUSE I JUST USED IT AND DOWNLOADED VERY CUTE VIDEO CLIPS FOR TEACHING. I START AD VOLUME WITHIN MY OWN PROFILE THAT I'M CALLING TEACHING WHERE I JUST COMPILED SO ALL MY COMPILATIONS OF VARIOUS VIDEO CLIPS FROM ALL MY DIFFERENT CITIES THERE THAT I WANT TO USE FOR MY OWN TEACHINGS I HAVE CREATED A VOLUME FOR MYSELF THAT'S CALLED TEACHING. AND THEN LABELED THE EXCERPTS, WHATEVER BEHAVIOR GOING INTO WHATEVER LECTURE ABOUT ATTACH MENT. SO YOU CAN BUILD YOUR OWN VOLUMES WITHIN YOUR OWN PROFILE THERE. >> AND THEN YOU KNOW WHERE THEY ARE. THEY'RE ALWAYS IN THIS LOCATION REGARDLESS OF WHAT COMPUTER YOU USE, THAT'S ONE OF THE VIRTUES OF PUTTING THESE ON THE WEB IS THERE ARE AT LEAST -- WE KNOW THERE'S ONE CENTRAL PLACE, THEY MIGHT BE IN OTHER PLACES, YEAH. PLEASE. >> LULU FROM BROOKLYN COLLEGE. I HAVE THREE QUESTIONS, IF I REMEMBER. FIRST ONE IS IRB, SO IN YOUR EXPERIENCE WHEN WE PUT IT MANY THE CONSENT FORM DO WE HAVE TO SPECIFY IT'S GOING TO BE SHARED FOR DATABRARY? OR IS THERE SOME GENERAL LANGUAGE WE CAN USE TO DO THAT? IN THE ACTUAL APPLICATION FOR MY COLLEGE IRB I ACTUALLY HAVE TO SPECIFY THE SPECIFIC INVESTIGATORS I'M GOING TO SHARE THE DATA WITH. >> SO WE HAVE SOME TEMPLATE LANGUAGE AROUND THAT, WE ALSO HAVE EXPERIENCE FROM LOTS OF WORKING WITH LOTS OF DIFFERENT IRBs AND WHAT WE CAN WORK WITH YOU ON WOULD BE THE LANGUAGE THAT IS SATISFACTORY TO YOUR IRB. SO FOR EXAMPLE, THERE ARE SOME THAT REALLY REQUIRE TO BE SPECIFIC, VERY SPECIFIC KINDS OF REPOSITORY OTHERS ARE GENERIC. AND THOSE ARE DECISIONS THAT ARE REALLY LOCAL LEVEL, WE WORK WITH YOU TO MAKE SURE YOU SATISFY THOSE REQUIREMENTS. PHILOSOPHICALLY WE MAY HAVE A CHANCE TO TALK LATER THERE'S REASON IT IS TRY AS INVESTIGATOR PUSH BACK ON SPECIFIC KINDS OF LANGUAGES IN CONSENT FORMS BECAUSE IT RESTRICTS FUTURE USES, THAT'S TRUE ALSO WHEN DESCRIBING WHAT THE DATA, WHAT THE KINDS OF QUESTIONS YOU'RE ASKING. THERE ARE IRBs THAT WANT TO SAY WELL, I'M ONLY GOING TO STUDY THIS VIDEO BECAUSE I'M INTERESTED IN WHAT COLOR THE CAPS OF WATER BOTTLES ARE OR SOMETHING LIKE THAT, WHICH IS VERY, VERY SPECIFIC BUT MAKES IT HARD FOR FUTURE REUSE SO VIDEO RECORDINGS ARE CONCERNED, AUDIO AS WELL, WE AS A COMMUNITY CAN START TRYING TO OPEN UP THAT DOOR FOR FUTURE REUSES. BUT QUESTION YOU TALK ABOUT ABSOLUTELY WE CAN WORK WITH YOU THE FIND THE RIGHT LANGUAGE. >> TWO MORE. >> SECOND QUESTION, HOW DOES THAT DATA VIEW INTERFACE WITH OTHER CODING SOFTWARE OR FOR EXAMPLE THE -- IF I WANT TO DO SOME DEEPER ANALYSIS IN TERMS OF THE LANGUAGE OR TRANSCRIPT, IS THERE A WAY TO ANALYZE IT WITHIN DATA VIEW OR IS THERE A WAY TO EXPORT THE TRANSCRIPTS TO ALLOW FOR -- IN A FORMAT THAT'S COMPATIBLE WITH OTHERS? >> ON THIS CASE, IT'S THE LATTER SOLUTION. THE CLAN DATA CHAT DATA FORMAT IS WELL STRUCTURED, IT'S ASCI TEXT DATA FILE SO DATA VIEW SCRIPT CAN EXPORT WITH THE APPROPRIATE TAGS THEN ANALYZE IN THE COOL OPTIMIZED OVER MANY YEARS FOR ANALYZING -- THAT'S ONE OF THE GOALS WE'RE TRYING TO HAVE WITH THIS SET OF TOOLS, THERE ARE GREAT TOOLS OUT THERE ALREADY AND WE DON'T WANT TO REINVENT WHEELS. SO IN THIS CASE YES YOU EXPORT THE DATA TO -- AND USE THE SLEPT ONLINE TOOLS. >> AND LATER WE'LL TALK ABOUT IT IN THE CODING PART IN THE AFTERNOON. EVERYTHING ON DATABRARY IS COMPATIBLE -- >> BRIAN IS PART OF DATABRARY, PART OF PLAY, HE'S ONE OF OUR (INAUDIBLE) LEADERS. >> THE LAST ONE I SPOKE WITH A COLLEAGUE HERE AND SHE TOLD ME IT'S POSSIBLE BUT I WANT TO MAYBE BRING TO THE ATTENTION OF THE BROADER GROUP, I HEARD THAT YOU CAN USE DATA VIEW SEPARATELY FROM DATABRARY SO YOU DON'T HAVE TO UPLOAD VIDEOS EVEN IF YOU DON'T WANT TO SHARE IT BUT YOU CAN USE DATA VIEW AS A APPLICATION. THEN YOU CAN GET THE SUPPORT, EVEN WHEN YOU DON'T COMMIT TO SHARE THE VIDEO. >> THAT'S RIGHT. DATA VIEW AND DATABRAY ARE INDEPENDENT SO IT ALLOWS A DATA VIEW FILE TO BE UPLOAD AID LONG SIDE THE VIDEO. THAT'S WHAT WE DID FOR THE DATA A WEB-BASED APPLICATION. ONE OF THE GOALS IN IN THE FUTURE FOR DATA VIEW AND DATABRARY IS TO TALK TO ONE ANOTHER IN WAYS TO MAKE IT EASIER TO MANAGE CODING, MONITOR, WHOLE SET OF FACTORS TO WORK FLOWS BUT THOSE ARE THINGS THAT ARE ON OUR DREAM LIST, OUR WISH LIST. AND THERE ARE THINGS WE WOULD HAVE IN THE FUTURE. BUT ABSOLUTELY NOT. USE DATA VIEW, TAKE ADVANTAGE OF OUR EXCELLENT SUPPORT. THERE WILL BE SOME GENTLE PERSUASION. ABSOLUTELY, THERE ARE INDEPENDENT. (OFF MIC) WE WILL HAVE KAREN SAY LULU, YOU GOT THE SHARE YOUR DATA. >> >> I WOULD EXPAND ON THIS. I MEAN RICK'S BRAIN CHILD IS LIKE RIGHT NOW IN DATABRARY, IF YOU SEARCH FOR, I DON'T KNOW, INFANT LANGUAGE OR SOMETHING, IT WILL RETURN ALL VOLUMES WITH INFANT LANGUAGE. BUT IF WE CAN INTEGRATE DATA VIEW WITH DATABRARY WE WOULD BE ABLE TO SEARCH FOR SNIPPETS WITHIN VOLUME, RETURN ALL THE GAZILLIONS OF SECTIONS WHERE THE BABY IS BABBLING OR TALKING OR WALKING OR LOOKING OR WHATEVER. SO YOU CAN ACTUALLY DIG INTO THE VIDEOS AND FIND THINGS LIKE THAT RATHER THAN JUST GIVE BACK THE WHOLE VOLUME. >> I HAVE A DREAM. THAT'S ABSOLUTELY RIGHT. AND THAT SEARCH NOT JUST ACROSS VOLUMES BUT WITHIN VIDEOS FOR CODES. WHETHER WITH TRANSCRIPTS OR OTHER KINDS OF CODES AND HAVE RETURN TO YOU EXACTLY THE PIECES OF THE BEHAVIOR THAT YOU WANT, WHAT IS THE QUOTE, KAREN BEHAVIOR JOINTS? IS THAT AS WELL? OKAY. THAT IS SOMETHING THAT IS BROADER. TO MAKE VIDEO, JUST LIKE GENESIS SLICE AND DICE THE GENOME WITH BEHAVIOR. >> YOU WERE SAYING A LOT OF -- TONS OF CODING -- SO WE HAVE CLAN FILES TO LINK TO THE VISUAL. SO IS THERE A WAY TO IMPORT FROM CLAN CODING INTO DATA VIEW? AND LIKE TIME LOCK IT SOME WAY? >> THAT'S ALSO A SCRIPTED IMPORT BECAUSE ESSENTIALLY ALL WE HAVE TO DO IS TAKE YOUR CODES AND THE TIME STAMPS AND IMPORT INTO DATA VIEW. WE HAVE A BETA VERSION OF THAT WORKING BUT IT IS A PROBLEM WE CAN SOLVE AND WANT TO SOLVE SOON SO IF YOU HAVE THE DATA SETS AND LINK TO VIDEO AND EVEN AUDIO, DATA VIEW TAKES AUDIO IN, WE WOULD LOVE TO TALK WITH YOU. NOW THAT I'M BACK HERE, YOU PEOPLE IN THE BACK, QUESTIONS, THOUGHTS FROM THIS SECTION? THE WESTERN FRONT? YES, PLEA. >> AS (INAUDIBLE) THE REUSE PART OF THE DATABRARY IS AWESOME ESPECIALLY FOR PEOPLE AT TEACHING UNIVERSITIES WHO MIGHT NOT HAVE ACCESS TO CHILD POPULATIONS. ARE THERE GUIDELINES FOR HOW TO REUSE THE DATA AND DOES ANYONE HAVE EXPERIENCE WITH PUBLISHING REUSE DATA? WOULD YOU JUST LOOK AT CATHY'S DATA OR COULD YOU COMBINE CATHY AND KAREN'S DATA TOGETHER? >> YES, YES, YES. WE'LL SHOW YOU EXAMPLES IN THE LAST PRESENTATION OF VIDEO REUSE. ABSOLUTE LIT. COMBINE IT WITH SOMETHING ELSE THAT YOU ALREADY HAVE SHARED OR UNSHARED SO THERE'S NO CONSTRAINTS ON REUSE BEYOND USER AGREEMENT. >> AN IMPORTANT CONSIDERATION HERE IS THAT WE ARE TRYING TO ENCOURAGE PEOPLE TO USE OTHER DATA AND REUSE DOESN'T INCLUDE CO-AUTHORSHIP OR COLLABORATION. THE IDEA OF OPEN DATA SHARING IS YOU CAN CHOOSE TO REUSE THE DATA AND MAYBE TELL A DIFFERENT STORY THAN CATHY OR KAREN OR ME. THAT'S EXACTLY WHAT THE SCIENTIFIC PROCESS IS ABOUT. NOW, IF YOU WANT TO INVITE A COLLABORATION OR CO-AUTHORISH, GREAT. WE COMPLETELY ENCOURAGE PEOPLE WORKING TOGETHER BUT IT'S NOT IN ANY WAY REQUIRED. SO JUST WANT TO MAKE SURE THAT MESSAGE IS CLEAR. I JUST WANT TO START BY ACKNOWLEDGING KAREN AND RICK FOR THEIR ENORMOUS CONTRIBUTIONS TO OUR FIELD AND THE TOOLS THAT THEY ARE PROVIDING THE DEVELOPMENTAL COMMUNITY. [APPLAUSE] >> I KNOW I SPEAK ON BEHALF OF ALL OF US IN THANKING YOU FOR SPEARHEADING AND INVITING US TO BE PART OF THIS INITIATIVE. I DIDN'T KNOW WHEN I SAID YES HOW MUCH WORK THIS WOULD BE. BUT IT'S FANTASTIC TO BE HERE WITH ALL OF YOU. I WILL TALK NOW ABOUT THE SCIENCE OF EVERY DAY PLAY. PLAY IS THE PRIMARY CONTEXT FOR INFANT LEARNING AND DEVELOPMENT. EVERY INFANT HUMAN AND ANIMALS LEARN IN THE CONTEXT OF PLAY. SO HERE ON THE LEFT YOU SEE PLAYING A LITTLE SOCCER. ON THE RIGHT YOU SEE PRIMATES THEY'RE TUMBLING, ROUGH HOUSING, JUMPING ON ONE ANOTHER'S BACKS, PLAYFULLY BEATING EACH OTHER UP. THERE'S A PARENT ON THE LEFT EATING BUGS FROM ROCKS. WHEN I WATCH THIS TAPE, I WATCH THIS PLAYFUL ATTACK, IT REALLY BROUGHT BACK HUGE MEMORIES OF MY OWN CHILDREN. AND I -- IT ACTUALLY CONFIRMED WHAT I ALWAYS THOUGHT THAT MY CHILDREN WERE ACTUALLY ANIMALS. INFANT EVERY DAY PLAY WE'RE GOING TO SHOW YOU INCLUDES EVERYTHING AND EVERYONE. AS RESEARCHERS WE SET UP OUR TABLES, WE BRING KIDS TO THE LAB, WE PUT OUT A CUP OF TOYS, WE'RE GOING TO VIDEO TAPE HOW HEY, LOOK AT OBJECTS AND SETTING IT UP SAYING WE'RE LOOKING AT PLAY. PUBLISH PAPERS THAT GO MOTHER AND FATHER AT PLAY WITH BABY. WHERE YOU PUT OUT ALL THE TOYS. THAT'S ACTUALLY MISLEADING. BECAUSE PLAY IS NOT A FORM OF ACTIVITY. CONSTRAINED TO ONE SETTING WHERE YOU PUT OUT TOYS. PLAY PERMEATES ALL ASPECTS OF EVERY DAY LIFE AND LIFE OF THE BABY. AS JEROME BRUNER PLAINLY STATED, PLAY IS AN APPROACH TO ACTION. IT IS NOT A FORM OF ACTIVITY. SO EVERY ACTIVITY THEREFORE IS PLAY OPPORTUNITY. AS -- NOTES PLAY IS THE WORK OF CHILDHOOD. I'M GOING TO SHOW YOU SNIPPETS FROM OUR WORK CALL DADELY ROUTINE T VIDEO PROJECT PROTOCOLS WE PULL TOGETHER, WHAT WE DO IS GO TO HOMES AS WE WILL TALK ABOUT THE PLAY PROTOCOLS AIM LOOKING AT DIFFERENT KINDS OF ROUTINE, ON THE LEFT A CLIP OF EATING. I'M GOING TO SHOW YOU EVERY ACTIVITY IS A PLAY OPPORTUNITY SO THINK BACK FOR THOSE WHO HAVE CHILDREN. IF YOU COULD GET ONE DOLLAR FOR EVERY TIME YOU PLAY THE SWOOPING AIRPLANE GAME LIKELY, OPEN YOUR MOUTH, WE'RE GOING TO EAT THE APPLE SAUCE, IF YOU GOT A DOLLAR EVERY TIME YOU DID THAT YOU COULD PROBABLY FUND YOUR OWN RESEARCH. S FROM INFANTS DO NOT SIT DOWN AT TABLES TO EAT. THEY SIT DOWN TO PLAY, EATING HAPPENS TO OCCUR IF YOU'RE LUCKY BUT THE REAL GOAL IS TO PLAY. HERE WE HAVE THIS KID BANGING A SPOON, DAD IS TRYING TO DISTRACT WITH A BUNNY RABBIT OR SOMETHING. VERY LITTLE EATING WENT ON THERE, A PLATE SAT THERE AS THE BABY BANGED AND PLAYED WITH THE FOOD. LOTS OF SPLASHING. FOR ADULTS WHEN WE USE THE TERM BATH WHAT THAT MEANS IS GETTING CLEAN. GET IN, GET OUT, CLEAN UP. BABY FOR TODDLER, THE WORD BATH, THE CONCEPT OF BATH ACTUALLY MEANS PLAY SPLASH MAKE BUBBLES GET EVERYONE WET. SO I OFTEN THINK IN FACT OF KATHERINE NELSON BEAUTIFUL THEORETICAL WRITING ON THE MEANINGS OF WORDS AND CHILDREN MEETINGS FOR WORDS ARE QUITE DIFFERENT THAN THOSE WE HAVE. SO THE WORDS EAT, BATH, DRESS, GO OUTSIDE, ALL THOSE I'M CONVINCED THEY ACTUALLY -- MEANS DIFFERENT PLACES WHERE I COULD PLAY, DIFFERENT ACTIVITY SETTINGS. SO PLAY OCCURS IN EVERY SINGLE PLACE. JACKIE GIBSON SAYS WATCHING A TWO-YEAR-OLD ON PLAYGROUND IS A REVOLUTION IN AFOR DANCES. HERE IS A TODDLER WHO DISCOVERED TWO MUSHROOM STOOLS COMING OUT OF THE EARTH AT THE PLAYGROUND, AN OPPORTUNITY THE TEST DISTANCE BETWEEN THEM, AN OPPORTUNITY TO CLIMB ON TOP, AN OPPORTUNITY TO SEE WHAT ACTION SHE CAN ENGAGE, IN WHAT PLAYFUL ACTION SHE CAN ENGAGE IN IN THAT SETTING SO EVERY PLACE IS A PLAY PLACE. THERE ARE PLACE PLACES WE ARRANGE IN PLAY PLACES SO PLAY ROOM, THEY HAVE LOTS OF MATERIAL, LOTS OF TOY, LOTS OF SLIDES, BOOKS, GAMES SO FORTH AND THE GOAL THERE IS INTENTIONAL ARRANGEMENT TO ENSURE CHILDREN WILL USE THE MATERIAL THE PLAY. WE OFTEN THINK OF PLAY ROOMS BEING PLAY PLACES BUT AND SCHOOLS TOO, THOSE ARE -- THEY HAVE KIND OF BLOCK OR KITCHEN CORNERS, WATER CORNERS, SAND BOXES, ALL INTENTIONALLY CONSTRUCTED TO BE PLACES WHERE PLAY OCCURS. WHEN WHICH THINK ABILITY IT, THE -- WHEN WE THINK ABOUT IT, PLAY EXTENDS BEYOND THE CONSTRUCTED PLACES. OUTDOOR PATIOS. RIGHT? CHILDREN CAN WANDER OUTSIDE, THEY CAN PICK THE FLOWERS OUT OF FLOWER POTTS, PLAY WITH THE ROCKS, THROW THE ROCKS. EVERY PLACE IS A PLAY PLACE. AND BACKYARDS, THESE ARE PLACES CHILDREN ARE RUNNING AROUND, THEY'RE PLAYING TAG. THEY'RE JUMPING, USING STICKS, DIGGING UP MUD. MY OWN KIDS LOVE TO POUR WATER ON THE DIRT AND SEE HOW MUDDY IT CAN GET, THAT WAS A FUN PLAY THING. EVERY PLACE IS A PLAY PLACE. IN CERTAIN CITIES SUCH AS NEW YORK CITY WHERE YOU HAVE LIMITED SPACE, UNLESS YOU WANT TO PAY $4,000 A SQUARE FOOT, USE THE HALLWAY, KIDS USE HALLWAYS THEY'RE A PRIMARY PLACE FOR PLAY IN NEW YORK CITY. YOU CAN SEE EVERY DAY KIDS RUNNING UP AND DOWN THE HALLWAYS AND RIDING SCOOTERS AND THEY PLAY SOCCER IN THE HALLWAYS, THEY RUN CHASE EACH OTHER AND TEENAGERS USE A HALLWAY AND STAIRWELLS TO RUN AND EXERCISE AND SO FORTH. THIS IS A VIDEO CLIP OF TWO CHILDREN OF NYU PROFESSOR COLLEAGUE OF OURS, THIS IS THEIR PLAYGROUND, THIS IS WHERE THEY GO, LITTLE BOY HAS A SCOOTER SCOOTING UP AND DOWN ON THE RIGHT A GIRL DROPPED HER BLOCKS, SO SHE'S MOVING AND PULLING HER BLANKET THROUGH THE HALLWAY. THIS IS HOW PLAY UNFOLDS IN NEW YORK AND THE IDEA THAT ANYWHERE YOU GO YOU WILL SEE PLAY. PLAY OCCURS IN A STROLLER WITH MANIPULABLES, YOU CAN BRING TOYS INTO STROLLER, HIGHCHAIRS AS MENTIONED BEFORE CHILDREN LOVE THE PLAY WITH THEIR FOOD ON TRAYS AND THE TOYS MANIPULABLES AND ONE THING RECENTLY FOR ME UNDERSCORED THE REALITY OF THIS, I WAS DOING -- WE WERE DOING CONTENT ANALYSIS WHERE WORDS ARE BEING USED LIKE THE WORDS PLAY, WORD BATH, WORD TRUCK. WE WERE DOING ANALYSIS BY CONTEXT. ACTIVITY CONTEXT. WHEN I WAS DOING ANALYSES OF WORDS I FOUND THAT THE WORD PLAY OCCURRED AT HIGH RATES DURING FEEDING. I EXPECT IT TO OCCUR ONLY WHEN BALLS ON THE GROUND BUT IT WAS OCCURRING DURING FEEDING. DON'T PLAY WITH YOUR FOOD, YOU'RE PLAYING WITH YOUR FOOD, HERE DO YOU WANT TO PLAY WITH -- SO BASICALLY PLAY IS PERMITIATING ALL THESE PLACES. AND THEN A KITCHEN, WOW, KITCHEN IS AMAZING ARENA FOR PLAY, IT HAS FAUCETS WITH RUNNING WATER, AND TUPPER WARE LIDS YOU CAN PULL ON AND OFF, APPLIANCES WITH BUTTONS TO PUSH AND CABINETS TO CLIMB IN AND OUT OF AND TABLES AND CHAIRS. HOW MANY PEOPLE HAD KIDS PLAY HIDE AND GO SEEK UNDER THE TABLES OR CHAIRS OF A KITCHEN? MY KIDS FAVORITE TOY IN THE WORLD WAS POTATO PEELS. SO APPEAL THE POTATO, THAT'S WHAT THEY PLAY WITH, PRETEND TO COOK THE OLDS PEELS. THEN THERE'S SOME PLACES YOU KIND OF WISH YOUR CHILDREN DID NOT DISCOVER AS A PLACE TO PLAY. LIKE YOUR BED. WE HAVE GONE THROUGH IN BOX SPRING MATTRESSES BECAUSE THE KIDS HAVE BROKEN THEM BY JUMPING LEAPING TUMBLING ROLLING, THROWING PILLOWS, JUMPING OFF, BREAKING AN ARM, GOING UNDER -- YOU NAME IT, THE BED, WHAT A GREAT PLACE TO PLAY. THEN ELEVATORS. KIDS LOVE TO PLAY IN ELEVATORS, PUSH THE BUTTON, IT MAKES THE ELEVATOR STOP ON EVERY FLOOR, THAT'S WHAT YOU GET ANY KID IN AN ELEVATOR WHEN I FIRST HAD MY CHILDREN I THOUGHT THEY WERE SO ADORABLE WE WERE IN THE ELEVATOR AND THEY PRESS EVERY BUTTON AND I LOOK AT ELEVATOR, AREN'T THEY CUTE? NOW I'M OLD AND CYNICAL AND I DO NOT LIKE KIDS IN ELEVATORS PRESSING BUTTONS. SO EVERY PLACE, EVERY PLACE IS A PLAY PLACE. RESTAURANTS, KID DON'T WANT THE SIT THEY WANT TO CLIMB DOWN, GO UNDER WAITRESSES LEGS EXPLORE OTHER TABLE, EVERY PLACE IS A PLAY PLACE WHICH ACTUALLY LEADS US TO THE IDEA IN THAT CASE THAT EVERY OBJECT IS A PLAY OBJECT, NOT JUST TOYS, WE'RE LIVING IN THIS IDEA THAT WE FABRICATE TOYS AND MANUFACTURE TOYS THAT KIDS WILL PLAY A LOT. AS WE LOOK AT ALL OF OUR VIDEOS IN THE PLAY PROJECT WE SEE SO MANY HOUSEHOLD OBJECTS BEING USED IN INCREDIBLE WAYS OBJECTS FOR PLAY. I WILL SHOW A CLIP OF A TODDLER WITH A REMOTE CONTROL, YOU WILL SEE TOED LEER PUSHING ALL THE BUTTONS, GREAT PRACTICE WITH FINE MOTOR SKILLS BUT THERE'S COUNTING AND MATH LANGUAGE, THERE'S PRACTICE AND PLAY AROUND MATH LANGUAGE, MOTHERS COUNTING IN RESPONSE USING THIS REMOTE CONTROL AS AN OPPORTUNITY TO TEACH IN A PLAYFUL MANNER. >> WHAT NUMBERS ARE ON THE REMOTE? >> YOU SEW WE CALL THAT PLAY, THE CHILD IS PLAYING IN THIS -- AIR CONDITIONERS OH MY GOODNESS, THOSE ARE FABULOUS OBJECTS FOR PLAY, YOU CAN PRESS THE BUTTON, IT MAKES SUPER COOL NOISES AND THEN AIR SHOOTS OUT. WOW. >> FURNITURE, WE HAVE BEEN WATCHING TODDLERS IN THE PLAY PROJECT GOT READY FOR THIS, THEY'RE USING FURNITURE AND PUSHING IT AROUND. I THINK OF STOOLS, WHEN I USE A STOOL I PUT IT DOWN TO REACH LIKE I USE MY STOOL TO REACH CLOTHES IN THE CLOSET AND WATCH -- I WAS WATCHING A VIDEO AND SAID WOW, THIS KID -- LOOK AT THIS TODDLER, TODDLER IS GOING TO USE THE STOOL TO BE ABLE TO REACH SOMETHING HIGH. I WAS WRONG. STOOLS ARE PUSH AROUND TO PLAY AND THAT'S IT. THERE'S NO FUNCTIONAL PURPOSE FOR MOVING THE STOOL, TOED LEER JUST WENT AROUND THE HOUSE MOVING FUNTURE AS PART OF PLAY. TODDLER. DONE. EVERY PERSON IS A PLAY PERSON. HERE WE HAVE VANESSA LUPU'S LITTLE BOY, EDWIN AND -- I WILL SHOW YOU THIS CLIP. PLAYING WITH A BOOK, TURNING THE PAGES. EDWIN DOESN'T THINK IT'S TIME TO READ AND LEARN HIS LETTERS, TRUST ME. EDWIN THINKS IT'S TIME TO PLAY WITH THE BOOK, FLIP THE PAGES AND HAVE A LOT OF FUN. WHEN I WATCH THIS VIDEO CLIP I WAS SO INTRIGUED BECAUSE HAD THE DAD IN IT, I DO WORK ON DAD INVOLVEMENT AND HOW DADS INTERACT WITH CHILDREN. KAREN, THAT'S GREAT, THANK YOU FOR HAVING THE CLIP OF DAD THEN I REALIZED DIFFERENT EYES SEE DIFFERENT THINGS. KAREN SHOWS THIS BECAUSE IT WAS EDWIN'S FIRST WALKING STEPS AND BECAUSE HE FELL DOWN. ALL OF US SEE DIFFERENT BEAUTY IN THESE VIDEOS. EVERY PERSON'S PLAY PARTNER CLEARLY SIBLINGS AND PEERS ARE PLAY PARTNERS. MAKE PULL TWIGS OUT FLOWERS TOGETHER AND THESE CHILDREN WERE PLAYING ON THE FRONT PATIO AND CRAWLED AROUND AND PLAYED AROUND, NO PURPOSE AT ALL, THERE WAS LITTLE TOWEL THERE THEY WENT TO BLANKET, JUST LIKE HAVING A GOOD TIME DOING NOT MUCH OF ANYTHING BUT PLAYING. EVERY PERSON IS A PLAY PARTNER, EVEN PETS. WE HAVE EDWIN AGAIN. THIS IS EDWIN AND DOG, YOU WILL SEE EDWIN PLAY CHASE, EDWIN WILL RUN AWAY LIKE THE DOG IS SUPPOSED TO CHASE AND ED WIND REALIZES THE DOG DID CHASE HE RUNS BACK TO THE DOG, THE DOG IS PLAGUE AS WELL WITH A WE SQUEAKY TOY. COME CHASE ME. WHAT REALLY STRUCK US AS WE WERE LOOKING AT THE VIDEOS, EVEN YOURSELF'S THIS IS THE CHILD HAVING THE TIME OF HIS LIFE JUST PRACTICING MOVEMENT ROCKING BACK AND FORTH WITH HIS ARMS OUT STRETCHED LIKE HE WERE AN AIRPLANE. >> VERY EXCITING. >> I THINK THE REAL POINT BEING MADE IS THAT EVERY DOMAIN IS INVOLVED IN PLAY. IN THESE EXCERPTS YOU SAW LOTS OF LANGUAGE GOING ON, SOCIAL INTERACTIONS, SAW LOTS OF OBJECT MANIPULATION, FINE MOTOR SKILLS, TURNING THINGS AROUND. YOU SAW PRACTICING MOVEMENT AND BALANCE AND ROLLING AND RUNNING AND COGNITION AND IMAGINATION AND THE EXPRESSION OF GENDER AND EMOTION, EVERY DOMAIN IS INVOLVED IN PLAY. IT IS HARD TO IMAGINE A TIME WHEN MAYBE THEY ARE AWAKE AND NOT PLAYING. INFANTS ARE LEARNING IN THE CONTEXT OF EVERY DAY NATURALISTIC PLAY. PLAY IS PREVALENT AROUND THE WORLD, ALL INFANTS PLAY, EVEN WHEN TOYS ARE SCARCE. IN THE CONTEXT OF THE UNIVERSALITY OF PLAY, THERE IS FASCINATING VARIETY WITHIN AND ACROSS CULTURAL COMMUNITIES IN THE HOME ENVIRONMENT AND THE SETTINGS OF PLAY. THE DRAMATIC DIFFERENCES IN PHYSICAL LAY OUTS OF HOME IN OUTDOOR SPACES, IN PLACES BABIES GO AND THE MATERIALS THAT ARE VAIL IT WILL TO THEM TO MANIPULATE I WILL SHOW YOU CLIPS FROM AN NSF FUNDED PROJECT TO KAREN ADOLPH AND ME, IS A PROJECT WE WERE VIDEO RECORDING INFANTS AND TODDLERS IN RURAL CENTRAL ASIA. WE OBSERVED MANY CREATIVE WAYS THAT TODDLERS USED OBJECTS IN THEIR ENVIRONMENTS TO PLAY. I DO WANT TO MENTION THE VIDEO RECORDS ARE AVAILABLE ON DATABRARY. IN THE CULTURE WE VISITED FEW TOYS WERE AVAILABLE YET OURS WERE STILLED WITH PLAY AS BABIES DISCOVERED WHATEVER MATERIALS WERE AVAILABLE TO THEM. THIS IS A LITTLE CLIP OF A TODDLER WITH AN EMPTY WATER BOTTLE AND A BUCKET OF WATER. HE SAT THERE PLAYING WITH THIS FOR MINUTES ON END. WE CAN PLAY PARTNER LIKE KNOCKER DOG PLAY PARTNERS IF YOU WANT TO GO TO CENTRAL ASIA YOU CAN PLAY WITH COWS. SO IS A TODDLER FOLLOWING A COW AROUND, HE RAN AFTER THE COW, THEY WERE PLAYING, HAVING A GOOD TIME. SIBLINGS PLAYING WITH A SHOE, THEY DON'T SERVE A FUNCTION OF GOING ON FEET. THEY WERE ACTUALLY STRUGGLING AND PLAYING WITH THIS SHOE FOR SO LONG IT -- THE WAY YOU WATCH TODDLERS ARGUING OVER WHO HAS THE SHOVEL AND PALE AND SAND BOX, THEY WERE STRUGGLING WHO WAS GOING TO GET THE CHANCE TO PLAY WITH THE SHOE. NO, THAT'S MY TOY. THEN PEERS AT PLAY. YOU SAW THERE'S SOMETIMES MORE TOYS IN THE ENVIRONMENT AND HERE WAS A KID WITH BIG PLASTIC ATTRACTIVE TRUCK. YOU CAN SEE SEVEN KIDS COMING TO SHARE THE TRUCK FOR PLAY. IF I WAS LIKE A RESEARCHER WHO DID POPULARITY STATUSES, I WOULD VENTURE MY LAST DOLLAR THE KID WITH THE RED TRUCK IS THE POPULAR ONE IN THIS COMMUNITY. AND HERE IS AN INTERESTING CLIP OF A LITTLE CHILD PLAYING WITH A TEA KETTLE IN A CUP ENGAGING IN SYMBOLIC PLAY AND WHAT'S FASCINATING IS THE BIMANUAL COORDINATION PATTERNS THAT GO INTO GETTING THE KETTLE TO TIP AT THE RIGHT ANGLE AND THE CUP AT THE RIGHT ANGLE TO MAKE THIS WORK. HERE IS A FINAL CLIP OF SOME PEERS PLAYING WITH A COUPLE OF TOYS, THE MINUTE THE TOY APPEARS ALL THE FRIENDS APPEAR. OF COURSE YOU'RE PROBABLY SAYING OKAY, RIGHT, OF COURSE, YOU GET CENTRAL ASIA TO GET VARIABILITY LIKE WE HAVE TO TRAVEL THE WHOLE WORLD TO DO THIS IN REMOTE RURAL CONTEXT. THAT'S NOT THE CASE, ENVIRONMENTS VARY ENORMOUSLY, THERE ARE PHYSICAL MATERIALS AND LAY OUT, EVEN WHEN YOU GO WITHIN WHAT WE PROBABLY CALL A HOMOGENOUS SOMEWHAT HOMOGENOUS POPULATION IN NEW YORK CITY WELL EDUCATED MIDDLE INCOME FAMILIES, WE SAW HOMES THAT VARY SUBSTANTIALLY. THE FIRST TOP IS A CLUTTERED ENVIRONMENT, THERE WERE TOYS EVERYWHERE. ALL OVER THE FLOOR. IT MADE IT DIFFICULT TO NAVIGATE. THERE WAS NOT ONE BIT OF OPEN SPACE, YOU WONDER HOW THE CHILD GOT AROUND. IF THE CHILD WANTED TO PLOP AND SIT THERE WAS LOTS TO PLAY WITH. THE SECOND -- WE HAVE THIS MUSEUM HOME, THIS IS A MUSEUM HOME THERE WAS NO OBJECTS AT ALL ACCESSIBLE AT EYE LEVEL TO THE CHILD. BUT THERE WAS PLENTY OF SPACE THE CHILD CAN MOVE AROUND AND FURNITURE TO CLIMB. SO IN THIS REGARD EVERY DAY PLAY IMPORTANTLY AS WELL WINDOW OF DEVELOPMENT, THAT'S MOST CRITICAL WHAT WE'RE HERE TODAY FOR, A CHILD'S GREATEST ACHIEVEMENTS ARE POSSIBLE IN PLAY. WHAT I'M GOING TO SHOW YOU IS A COUPLE OF CLIPS TO DEMONSTRATE THE DEVELOPMENTAL NATURE OF PLAY. FROM A LONGITUDINAL STUDY I HAVE ON DATABRARY, THERE'S DIFFERENT ETHNIC RACIAL BACKGROUNDS PLAYING WITH TOYS, SAME CHILD WITH THESE TOYS OVER DEVELOPMENT, FIRST AT 12 MONTHS OF AGE YOU CAN SEE TOED LEER CARRYING THE PHONE, DANGLING IT, GROSS MOTOR ACTIONS, THIS IS A NEW WALKER WHO WANTS TO STAND AND CARRY AND DANGLE THE PHONE AND DID NOT DO MUCH WITH IT. >> NOW A FEW MONTHS LATER THE CHILD IS NOT 18 MONTHS OF AGE BUTTONS LOTS OF FINE MOTOR ACTION BUT NO SYMBOLIC USE OF THE PHONE AS THOUGH IT WERE SOMETHING TO PORTEND WITH. YOU CAN SEE THE PUSHING. A FEW MONTHS LATER IS WHAT WE CALL TRANSITORY -- TRANSITIONING INTO TRANSITORY PLAY, THE CHILD IS PUTTING THE PHONE INTO THE EARS BUT NOT ELABORATE OR EXTEND THE CONVERSATION AS THOUGH PRETENDING TO TALK WITH SOMEONE. THEN BY TWO YEARS OF AGE THE CHILD IS USING THIS PHONE IN FULLY ELABORATED SYMBOLIC PLAY, PRETENDING TO TALK TO GRANDMA, TELLING GRANDMA THINGS LIKE THEY BROUGHT ME -- THEY BROUGHT ME THIS LITTLE TRUCK HIGH, I GOT THIS TRUCK, GRANDMA. IT'S REALLY FUN, HAVING THIS FULL CONVERSATION. I'M OPENING THE DOOR AND I OPEN THE DOOR. SO I DEMONSTRATE PLAY PREF LISTEN ACROSS CULTURES IN WHICH TOYS ARE PERVASIVE AND THOSE WHICH TOYS ARE VIRTUALLY ABSENT. THAT PLAY OCCURS ACROSS THE ROUTINES OF EVERY DAY LIFE, IT OCCURS IN ALL PLACINGS WITH MANY PLAY PARTNERS, WITH LOTS OF DIFFERENT OBJECTS, RANGING FROM TRADITIONAL TOYS THAT ARE MANUFACTURED TO HOUSEHOLD OBJECTS AND THAT HOW CHILDREN PLAY CAN BE A VALUABLE WINDOW INTO LEARNING AND DEVELOPMENT. THOSE WERE ONLY ILLUSTRATIONS YOU PULLED TOGETHER THE EXCERPT TO HIGHLIGHT OUR POINTS. THERE IS NO LARGE CORPUS OF VIDEO RECORDED BEHAVIORAL DATA OF BABIES IN THEIR EVERY DAY NATURALISTIC ENVIRONMENT WHILE THEY PLAY. SO WHAT DOES OUR FIELDS NEED? WE ABSOLUTELY NEED SYSTEM MA TUCK ANALYSIS OF WHAT BABIES ARE DOING IN THE COURSE OF NATURAL EVERY DAY PLAY AT HOME. WE NEED TO DOCUMENT AND UNDERSTAND HOW INFANTS DISTRIBUTING BEHAVIORS AND ACTIVITIES OVER TIME AND SPACE. WHAT IS NEEDED, WE NEED TO DESCRIBE THE SPONTANEOUS BEHAVIORS OF BABIES AN CAREGIVERS NOT IN STRUCTURED SETTINGS WHERE WE GIVE THEM THE MATERIALS BUT WE UNDERSTAND WHAT THEY'RE DOING AND HOW THEY'RE DOING IT, USING DIFFERENT DOMAINS OF UNDERSTANDING. WHAT ARE -- IS THE LANGUAGE BEING SPOKEN? WHAT MOVEMENTS ARE GOING ON, LOCAL MOTION, WHAT PHYSICAL ACTIVITY? HOW ARE CHILDREN MANIPULATING OBJECTS, WHICH OBJECTS ARE THEY EXPLORING? WHICH OBJECTS ARE SALIENT TO THEM? HOW DO THEY ENGAGE? WHAT ARE THE SOCIAL INTERACTIONS THAT ENABLE THEM TO LEARN ABOUT THE ENVIRONMENTS? WHAT ARE THE EMOTIONS THEY EXPRESS DURING PLAY AND HOW IS PLAY A WAY THAT CHILDREN EXPRESS THEIR GENDER IDENTITY? WHAT'S NEEDED IS AN UNDERSTANDING OF HOW BEHAVIOR UNFOLDS AND IS INTERWOVEN IN REAL TIME AND ACROSS DOMAINS. WE NEED TO BE ABLE TO DOCUMENT THE TEMPORAL STRUCTURE OF INFANT BEHAVIOR, TEMPORAL STRUCTURE OF CAREGIVER BEHAVIOR AND THE RECIPROCITY BETWEEN INFANT AND CAREGIVER BEHAVIORS IN THESE NATURAL SETTINGS. SO WE NEED TO KNOW HOW DO THE MANY BEHAVIORS AND CAREGIVERS CHANGE INDIVIDUAL BEHAVIOR AND BEHAVIORS IN CONCERT OVER THE COURSE OF A SECOND YEAR. AND THIS IS A TIME OF RAPID EXCITING CHANGE ACROSS DOMAINS OF DEVELOPMENT. WHEN BABIES ARE TRANSITIONING FROM CRAWLING TO WALKING. AND SHOWING IMPROVEMENT IN LOCOMOTION AND FINE MOTOR SKILLS. WHEN ACQUIRING LANGUAGE AND TRANSITIONING FROM BABBLING TO FIRST WORDS TO STRINGING WORDS TOGETHER INTO SIMPLE SENTENCES, THE SECOND YEAR THIS YEAR WEE GOING TO LOOK AT PLAY, TIME OF RAPID INCREASING IN COGNITIVE SOCIAL SKILLS. SO HOW MIGHT FEATURES OF THE HOME ENVIRONMENT AFFECT LEARNING AND DEVELOPMENT ACROSS DOMAINS? DOES IT MATTER AND HOW MUCH AND HOW THAT CHILDREN EXPERIENCE DIFFERENT PHYSICAL LAY OUTS, DIFFERENT SPACES TO MOVE ABOUT, DIFFERENT OBJECTS TO MANIPULATE AND DISCOVER. DIFFERENT QUALITIES OF ENVIRONMENT. EVEN DIFFERENT CLOTHING, FROM KAREN, NOT ME. IF I'M INTERESTED IN THE WORD SHOE I WANT TO KNOW IF SHOE IS LABELED WHILE THE CHILD LOOKS AT THAT TIME SHOE. CANCER WANT TO KNOW ABOUT SHOES BECAUSE WHAT DOES THAT MEAN FOR WALKING. SO KAREN SHOWN, TYPERS AFFECT INFANT WALKING SO WHAT WOULD HAPPEN IF YOU'RE WEARING SOX ACROSS WOODEN FLOORS OR PATENT LEATHER SHOES ACROSS CARPETS. HOW DO YOU CHANGE YOUR GATE, HOW DO YOU CHANGE YOUR BALANCE AS BABIES ARE WALKING FROM NATURAL SURFACE TO ANOTHER. SO WE HAVE TO -- EXCUSE ME, MAKE EXPLOSIVE ASSUMPTIONS ABOUT THE PHENOMENA OF PLAY WE AIM TO EXPLAIN. WE NEED TO ADVANCE AN ACCOUNT HOW LEARNING AND DEVELOPMENT UNFOLDS IN THE CONTEXT OF EVERY DAY PLAY. THIS HAS WIDESPREAD IMPLICATION FOR CORED QUESTIONS WE HAVE IN BASIC SCIENCE BUT ALSO IMPORTANT APPLICATION TO PROGRAMS AND INTERVENTIONINGS WITH CHILDREN AND PARENTS. AND JUST ONE EXAMPLE EARLY HEAD START WHICH SERVES CHILDREN 0 TO 3, IT'S PARTICULARLY INTERESTED IN FIGURING OUT HOW DO WE DESIGN AND SET UP NURSERY CLASSROOMS TO MAXIMIZE THE CHANCE THESE BABIES FROM UNDERRESOURCE BACKGROUNDS CAN LEARN AND PLAY AND LEARN FROM OBJECTS AND EXPERIENCES THEY NEED. WE DON'T YET HAVE A CORPUS OF BEHAVIORAL VIDEOS AROUND PLAY. ALL OF US WE CAN WORK TOGETHER SYNERGISTICALLY TO ADDRESS THESE QUESTIONS TO BUILD THE CORPUS BETTER THAN ANY ONE OF US, CAN DO ALONE IN OUR LABS, THAT WILL BE THE TOPIC OF THE NEXT SESSION, THANK YOU FOR LISTENING. [APPLAUSE] >> SO I'M DYING TO HEAR WHAT ALL THESE OTHER EYES SEE IN THOSE VIDEOS THAT -- THE IMPORTANCE HERE IS NOT JUST TO APPRECIATE DIVERSITY OF PLAY OR KINDS OF PLAY BUT TO ASK SCIENTIFIC QUESTIONS ABOUT THE IMPORTANCE OF PLAY AND HOW PLAY CONTRIBUTES OTHER ASPECTS OF DEVELOPMENT. SO I'M HOPING SOMEONE -- WHEN I -- SOMETHING THAT COMES TO MIND WHEN YOU SAW THOSE VIDEOS OR OTHER CONTEXT. YES. PLEASE. RACHEL. >> IN THAT PLAY WEED WIN AND HIS DAD, WE SEE THE DAD BECAUSE I FIND THAT VERY EXCITING. BUT ALSO IMITATION SO NATURALISTIC IMITATION. THOUGH IT WAS TECHNICALLY BOOK READING WHAT THE DAD FIRST DID WAS TURN THE PAGES AND THEN EDWIN WENT UP AND TURNED THE PAGES. AND WE DID A DIARY STUDY YEARS AGO WITH 300 PARENTS, THEY NOTED SIMULTANEOUS IMITATIONS, THESE VIDEOS, YOU CAN REALLY GET A BEAUTIFUL -- >> WE KNOW WE HAVE EXPERIMENTAL TASKS TRYING TO ELICIT INVISITATION CAN BE DONE EMPIRICALLY BUT WHAT WE ARE ASPIRING TO DO IS TO LOOK FOR EVERY DAY EXAMPLES OF IMITATION. SO THAT'S A GREAT OBSERVATION. >> I THINK THIS IS A QUESTION MORE THAN A COMMENT. IT'S EITHER -- SO FOLLOWING UP ON RACHEL, IT'S EITHER THE CASE THAT THE IDEA IS TO DELVE INTO PLAY TO LOOK FOR THE KINDS OF THINGS WE MIGHT ALREADY DO IN THE LAB. FOR EXAMPLE IS THE CASE THE IDEA IS TO LOOK AT THIS COMPLETELY WITH FRESH EYES AND LOOK AT DOMAIN LIKE PLAY THAT MIGHT IN FACT HAVE BEEN IGNORED AND SEE WHETHER OR NOT WE CAN EXTRACT SOMETHING COMPLETELY DIFFERENT THAN ANYTHING WE HAVE DONE IN THE LAB. SO I GUESS IT'S A QUESTION FOR YOU GUYS, IS THERE A GOAL OR IS IT ANY GOAL? >> MY ANSWER TO THAT WOULD BE BOTH. SO WE ASSEMBLED THIS GROUP OF EXPERTS BOTH BECAUSE WE THINK THE EYES YOU BRING WITH PARTICULAR RESEARCH INTERESTS AND QUESTIONS WILL USE PLAY AS A CONTEXT FOR EXAMINING THOSE AND TAKING FURTHER. BUT ALSO YOU'RE ALL INCREDIBLY SMART PEOPLE, IT IS OUR HOPE TO SEE THINGS THERE THAT MIGHT NOT HAVE OCCURRED TO YOU AND WE'LL MOVE BEYOND OUR OWN PARTICULAR DOMAIN OF EXPERTISE SO THAT'S MY ANSWER, KAREN, DO YOU WANT THE SAY MORE ABOUT THAT? >> I WANTED TO ADD THAT -- PUBLISHED A PAPER, I WANT TO SAY IN CURRENT PERSPECTIVES AND CHILD DEVELOPMENT, BUT IT'S A BEAUTIFUL PAPER WHICH SHE POINTS OUT THAT EVERYBODY HAS LIKE SOME KIND OF ECOLOGICAL COMMITMENT, SO ALL OF OUR PAPERS EVEN OUR LAB STUDY PAPERS BEGIN WITH SOME KINDS OF STATEMENTS ABOUT SOCIAL INTERACTION REALLY CRITICAL FOR MORAL DEVELOPMENT BLAH, BLAH, BLAH. WE DON'T REALLY KNOW WHAT THE DISTRIBUTION OF CHILDREN'S EXPERIENCES ARE. I THINK A REALLY GOOD EXAMPLE IS ALL THE RESEARCH THAT SO MANY PEOPLE IN DEVELOPMENTAL PSYCHOLOGY PUBLISHED ABOUT THE IMPORTANCE OF MOM'S SPACE AND HER REACTIONS FOR HOW CHILDREN UNDERSTAND THINGS. LEARNING OBJECTS AND SOCIAL REFERENCING, BLAH, BLAH, BLAH. BUT IT TURNS OUT WHEN YOU COLLECT VIDEOS OUT IN THE WORLD OR IN A LAB PLAY ROOM, BABIES LOOK AT THEIR MOTHER'S FACE, IF YOU WANT YOUR BABY TO LOOK AT YOUR FACE YOU HAVE TO PUT PUT YOUR FACE IN YOUR BABY'S FACE. OUR ECOLOGICAL COMMITMENTS THEY MIGHT NOT BE MISPLACED BUT REALLY -- IF SOMETHING IS UNDER 5% OF THE TIME, IT COULD BE IMPORTANT BUT IT'S UNDER 5% OF THE TIME. >> (INAUDIBLE) BOSTON UNIVERSITY. MY COMMENT IS IN RELATION TO EDWIN AND HIS DAD, I SPEND A LOT OF TIME BOTH PSYCHOLOGICAL AND REHABILITATION WORLD. I SAW EDWIN'S DAD, I THINK TRYING TO COAX HIM TO WALK TOWARD HIM BECAUSE HE WAS CLEARLY A NEW WALKER, SO I THINK HAVING A CORPUS OF DATA LIKE THIS, IS HUGELY IMPORTANT FOR I GUESS ENCOURAGING INTERDISCIPLINARY RESEARCH AND THINKING ABOUT CHILDREN IN THE CONTEXT. IN THE REHAB WORLD THERE'S LOT OF SOPHISTICATED TOOLS USED TO MEASURE MOVEMENT WHICH IS IMPORTANT F. THOSE NUMBERS IN AND OF THEMSELVES LACK IMPORTANCE WITHOUT VIDEO SO YOU DON'T EXACTLY KNOW WHAT'S HAPPENING. YOU GET LOTS OF NUMBERS BUT YOU DON'T GET TO SEE THAT EDWIN'S DAD IS COAXING HIM OVER, HE'S INTERACTING WITH AN OBJECT THAT HE'S INTERACTING WITH HIS DATA. THERE COULD BE FAR REACHING EFFECTS IN TERMS OF HAVING RESEARCHERS WITHIN PSYCHOLOGY TALK TO ONE ANOTHER BUT FOLKS FROM DISCIPLINES BE ABLE TO ANSWER BIGGER QUESTIONS USING THESE RESOURCES. >> THAT'S EXACTLY RIGHT. THANK YOU. >> I ENJOY SEEING THE VIDEOS ESPECIALLY THE ONE FROM CENTRAL ASIA. I THINK IT'S THE CROSS CULTURAL PERSPECTIVE IN UNDERSTANDING THE EARLY YEARS IN DEVELOPMENT AND REALLY IMPORTANT. I THINK IN THIS AGE ONE BENEFIT FOR THE RESEARCHERS IS THE WORLD COME TO US, WE DON'T HAVE TO TRAVEL FAR TO SEE ALL THE CULTURE IN BROOKLYN. EVERY BLOCK YOU CAN COME ACROSS A NUMBER OF CERTAIN CULTURES. I DON'T LIVE IN BROOKLYN, I'M LOWER MANHATTAN, MY HUSBAND IS FROM SWEDEN, I'M FROM CHINA. I ALWAYS HAVE SLIPPERS ON INSIDE AND HE WALKS BAREFOOT. H'S ANNOYED WHEN OUR KIDS HAVE SHOES ON INSIDE HOME WHICH IS FINE TO ME AND MY PARENTS WHEN THEY VISIT THEY'RE CONCERNED IF WHEN THEY WERE BABIES TO WALK BAREFOOTED BECAUSE IT'S COLD AND SUPPOSEDLY BAD FOR YOUR ENERGY AND WHATEVER. SO EVEN WITHIN THE SAME HOUSEHOLDS THERE ARE DIVERSITY OF CULTURES AND A LOT OF CHILD REARING PRACTICES WHICH HAS IMPLICATIONS FOR DEVELOPMENT OUTCOMES SO IT'S A VERY VALUABLE PERSPECTIVE THAT WE CAN ENTERTAIN WHEN WE LOOK AT OUR VIDEOS AND THE DATA WILL PROVIDE A VERY GOOD PLATFORM TO OBSERVE AND ANALYZE THESE CROSS CULTURAL OBSERVATIONS. >> SO I HAVE A QUESTION FOR YOU. WE'RE PREACHING TO THE CHOIR A BIT HERE. THAT IS THAT WE ASSEMBLED A GROUP OF PEOPLE WITH STRONG INTEREST IN DEVELOPMENT IN EARLY DEVELOPMENT, WHICH IS BY DESIGN. SO LOTS OF NODDING HEADS, YES. EARLY DEVELOPMENT IS TERRIFIC, THIS IS WHERE ALL THE INTERESTING QUESTIONS BEHAVIORAL SCIENCE ARE HAPPENING. RAW RAW US. BUT HOW DO WE TALK TO AUDIENCES WHO AREN'T IN THIS ROOM ABOUT WHY THE -- THIS QUESTION AND THIS TIME PERIOD, THESE ISSUES ARE SO IMPORTANT? WE DO NEED TO BE THINKING AND MOTIVATING AND JUSTIFYING THIS TYPE OF FOCUS ON SOMETHING THAT TALK ABOUT PLAY. SO I WANT TO HEAR YOUR THOUGHTS HOW WE SAY YES PLAY IS FUN BUT PLAY IS NOT JUST FUN. SORRY. >> ONE OF THE THINGS THAT IF YOU LOOK AT EARLY LIFE STRESS LITERATURE ONE THING THAT GOES ON IS THAT CHILDREN SEEM TO BE DOING THINGS THAT ARE NOT PLAY. IN MANY CASES IN EXTREME ENVIRONMENT THEY'RE DOING THINGS NOT JUST REVELS OF DEPRIVATION THAT HAVE TO DO WITH CHILDREN HAVING TO WORK MANY CASES OR CHILDREN BEING NOT TREATED, ET CETERA. WHEN WE THINK OF PLAY WE THINK OF IT -- THE WORDS HAS A CONNOTATION OF DOING SOMETHING FUN WHEN IT'S WORK OF CHILDHOOD. TO BE DOING SOMETHING ELSE IS THE SYSTEM IS ADAPTING TO A COMPLETELY DIFFERENT REALITY WHICH MAY OR NAY NOT SERVE DEPENDING ON WHERE THE CHILD MOVES ON AT NEXT LEVEL. I THINK UNDERSTANDING WHAT THE WORK OF CHILDHOOD IS GIVES A GOOD SENSE ABOUT TYPICAL DEVELOPMENTAL TRAJECTORIES OR CASCADES IN A WAY THAT INFORMS WHAT MAYBE GOING ON WHEN CHILDREN ARE DEPRIVED OF THAT EXPERIENCE, IT'S MORE THAN JUST -- IT WILL HELP US UNDERSTAND DEVELOPMENT BUT ALSO GIVE A REAL WINDOW INTO WHAT IS HAPPENING ENVIRONMENTS OF CHILDREN ARE NOT ABLE TO DO THOSE KINDS OF BEHAVIORS. >> I ALSO THINK THAT IN AN ERA WE HAVE SEEN THIS HUGE TRANSITION IN HE WILL MEN TEAR SCHOOL WHERE IT BECOMES STRUCTURED MORE FOCUSED ON TESTING, YOU SEE THE JOY OF LEARNING WITH THE CHILDREN, THERE'S AN IMPERATIVE TO HAVE AN PREESHIATION FOR THE JOY THAT PLAY GIVES. AND WHEN PLAY HAPPENS LEARNING IS JUST A HAPPY BY-PRODUCT. THAT IS SOMETHING FOR EDUCATORS AND PARENTS, IT'S AN IMPORTANT MESSAGE TO GET OUT THERE, THIS IS HOW IT NATURAL HI HAPPENS. NOT THROUGH FLASH CARDS. -- NATURALLY HAPPENS. NOT THROUGH FLASH CARDS. >> ERIC. >> ERIC FROM UC MERCER. THE LAST TWO COMMENTS ALL I CAN THINK OF IS WATCHING WHAT IS PLAY, I WAS NOT SEEING KIDS PLAYING, I WAS E SOING KIDS EXPLORING, KIDS LEARNING, AND IT'S ALMOST LIKE PLAY HAS THIS CONNOTATION THAT IS SILLY, I LIKE THE WORK OF CHILDHOOD, I THINK THAT'S A REALLY GOOD WAY TO LOOK AT IT. I THINK USING PLAY IS GETTING YOUR FOOTED IN DOOR WITH PEOPLE INTERESTED IN EARLY CHILDHOOD EDUCATION BUT EMPHASIZING THAT YOU MIGHT SEE PLAY, THE CHILD IS LEARNING THE IMPORTANCE OF OBJECT, OBSERVING OTHER PEOPLE LEARNING WHAT HAPPENS WHEN I PULL A DOG'S TAIL, DOING THIS SORT OF THINGS THAT OTHER CULTURES WHERE THEY'RE THE GIRL POURING THE TEA KETTLE, THAT COULD BE LIKE PLAY BUT ALSO LIKE LEARNING HOW TO HELP OUT WITH FAMILY CHORES. WHICH IN SOME COMMUNITIES, IS NOT JUST PLAY YOU'RE OBSERVING MOM AND DAD DOING THINGS AROUND THE HOUSE, YOU'RE IMITATING THOSE THINGS AND WE MIGHT CALL IT PLAY BUT IN THAT FAMILY IT'S LIKE YOU'RE LEARNING HOW TO THEN BECOME A CONTRIBUTING MEMBER. SO THE MORE WE EMPHASIZE UNDERLYING FUNCTIONS OF PLAY, WE EMPHASIZE THE IMPORTANCE OF PLAY. >> I THINK LETY AND LISA -- GREAT QUESTION. WE KNEW THAT WOULD COME UP. I WANTED TO RESPOND DIRECTLY TO YOUR STATEMENT BY HIGHLIGHTING THAT ONE THING DATA SET COULD DO IS DISTINGUISH PLAY CAREGIVER SUPPORTED AND ENCOURAGE PLAY FROM CAREGIVER DICTATED ACTIVITY WHICH IS NOT PLAY WHICH MAY NOT BE SUCH AN ISSUE IN THIS PARTICULAR AGE RANGE BECAUSE IT'S HARD TO DICTATE TO ONE-YEAR-OLD. YOU MIGHT STILL SEE IT BECAUSE THERE IS STILL A LOT OF VARIABILITY AROUND AND THERE ARE CAREGIVERS WHO THINK THAT THEY CAN SO STRUCTURE THEIR CHILD'S ACTIVITY THAT THERE'S NO ROOM FOR THE CHILD IN THERE. I THINK THAT'S A VERY KEY PART OF THE CHILD GROWTH IS THAT -- THIS IS WHAT I TELL MY DEVELOPMENTAL CLASS, PLAY HAS TO BE -- ULTIMATELY CHILD DIRECTED. AND NOT CAREGIVER DIRECTED ALTHOUGH IT CAN BE CAREGIVER SUPPORTED AND FACILITATED. AND IF WE COULD FIND A WAY TO DISTINGUISH THAT, IN A RIGOROUS WAY, I THINK THAT COULD BE ENORMOUSLY HELPFUL FOR MANY, MANY KINDS OF CHILDREN. >> I SEE PLAY THOUGH ALSO THE WINDOW WHAT THE CHILD IS INTERNALIZING FROM THE ENVIRONMENT AROUND HIM OR HER, GIVING US A CLUE PLASTICITY WHAT'S HAPPENING IN THE BRAIN. I THINK THAT IF YOU LOOK ACROSS THE SAME CHILD, OVER LONG PERIOD OF TIME IT WOULD BE A CLUE TO SEE WHAT MORE AND MORE IS INTERNALIZED. THROUGH PLAY AND THAT -- WHAT CAN I SAY. THAT'S ALSO HOW WE USE IT IN THERAPEUTIC SETTLING. WITH PARENTS HAVING DIFFICULTY WITH MANAGING OR BEING A PARENT. HOW THEY NURTURE THEMSELVES. I SEE A LOT THAT GO BEYOND. >> I WANT TO JUMP IN BECAUSE MIKE FRANK WHO IS REMOTE WANTED TO MAKE A COMMENT SO WE'RE GOING TO UNMUTE YOU MIKE, YOU HAVE THE FLOOR. >> SURE, I WANT TO MAKE THE POINT THAT ADVANCES IN MACHINE LEARNING AND AI IN FIVE YEARS HAS BEEN ASTONISHING. INCREASINGLY THE KINDS OF DATA BEING PROPOSED FOR PROJECTS ARE A RESOURCE FOR TRAINING SYSTEMS BOTH WITH SCIENTIFIC GOALS, AUTOMATED ANALYSIS OF CHILDREN ENVIRONMENT AND FOR ENGINEERING GOALS. THERE ARE PROBABLY A TREMENDOUS NUMBER OF POSSIBLE ENGINEERING APPLICATIONS FOR DATA SETS THIS RICH. SO I WANT TO MENTION THAT THOSE ARE POSSIBLE TARGET COMMUNITIES FOR SUPPORT FOR THIS KIND OF DATA QUESTION EFFORT. >> JIM, DID YOU -- TO FOLLOW-UP, CHIN, DID YOU WANT TO MENTION -- CHIN YU FROM INDIANA DOING QUITE A LOT OF WORK. >> JUST FOLLOW-UP WHAT MIKE SAID, THIS IS MUTUALLY BENEFICIAL FOR US BECAUSE THOSE GUYS WORKING ON DATA ANNOTATION SO ON AND WE CAN GET OUR DATA CODED AUTOMATICALLY. >> VANESSA. >> IF YOU ARE LOOKING -- ONE OF OUR GOALS IS TO SELL THIS TO OTHER PEOPLE, ONE PLACE THAT WE CAN LOOK IS PARENTS I THINK PARENTS WOULD BE REALLY INTERESTED TO KNOW WHAT WE FOUND OUT AS A PARENT I'M MORE INTERESTED IN PLAY THAN BEFORE, MY SON EDWIN ON THE VIDEOS HE'S TWO AND KNOWS ALL HIS LETTERS AND I DIDN'T TEACH HIM THIS. HIS NANNY DIFFERENT TEACH HIM THIS, HE LEARNED THE NAMES THROUGH PLAY AND I'M BLOWN AWAY, I WOULD LOVE TO KNOW HOW THAT HAPPENS. I DON'T KNOW HOW THAT HAPPENED BECAUSE I DON'T HAVE VIDEO OF HIM PLAYING WITH LETTERS BUT TALKING TO LONA SHE HAS HER SON WHO IS IN THE OTHER CLIPS AS WELL WHO IS ALSO ALMOST TWO. WE WERE TALKING YESTERDAY, HE KNOWS ALL HIS LETTER NAMES TOO. AND WE DIDN'T TEACH THEM THIS. THEY LEARNED THROUGH PLAYING WITH LETTERS. SO I THINK THAT PARENTS WOULD BE REALLY INTERESTED IN KNOWING WHAT WE FIND OUT BECAUSE I THINK PARENTS ARE CONCERNED ABOUT THEIR KIDS LEARNING LETTERS, KIDS LEARNING HOW TO READ, IT'S JUST LIKE -- AT LEAST I HAVE SEEN IT HAPPEN SO NATURALLY JUST THROUGH PLAY AND I'M BLOWN AWAY HOW THAT HAPPENED. >> WE DON'T TEACH OUR KIDS ANYTHING ONLY DEVELOPMENTAL CLASSES. SO I -- I IN WATCHING NECESSARY CLIPS I SEE PLAY AS JUST -- NOT JUST BUT LEARNING ABOUT THE STRUCTURE OF INFANTS DAYS AND HOW THAT CHANGES OVER DEVELOPMENT. WHAT KIND OF OPPORTUNITIES DO PARENTS PROVIDE THEIR CHILDREN THROUGHOUT THE DAY AND AT THE AGE ACQUIRING THESE SKILLS AND HOW THAT CHANGES EXPERIENCES IN OPPORTUNITIES FOR LEARNING. SO I THINK THAT PLAY IS REALLY ABOUT HOW PARENTS DIRECTLY OR INDIRECTLY STRUCTURE OPPORTUNITIES FOR LEARNING. >> IT'S OKAY FOR PLAY TO BE SILLY AND STILL BE THE WORK OF THE CHILD. BECAUSE AN EMOTIONAL COMPONENT WITH A COGNITIVE AND MOTOR COMPONENT IS GOING TO BE PROBABLY MORE SALIENT AND SO I WANTED TO ADD THAT. >> SUZANNE. >> I WAS THINKING MORE ABOUT THE -- ADDRESS YOUR ORIGINAL QUESTION, THE PEOPLE OUTSIDE THE CHOIR AND KNOWING WHO YOUR AUDIENCE IS AND WHAT THEIR GOALS ARE AND WHAT THEIR BELIEF SYSTEM IS REMINDED ME OF VERY MUCH PARAPHRASE JACK TALKING ABOUT PRESENTING TO THE GEORGIA STATE LEGISLATURE ABOUT HIS WORK ON TOXIC STRESS AND ONE OF THE LEGISLATORS CAME UP TO HIM AFTERWARDS AND SAYS I KNEW ADVERSITY AND POVERTY WAS BAD FOR YOU BUT I HAD NO IDEA IT AFFECTED THE BRAIN. AS YOU'RE REACHING FOR GROUPS THAT NEAL LIKE PLAY IS SILLY, THINKING WHO IS YOUR AUDIENCE AND WHERE PLACES TO CATCH THAT AUDIENCE. >> EXCELLENT POINT. THAT WAS SUZANNE MARTIN HERTZ FROM THE GATES FOUNDATION. DANIEL, YOU HAD YOUR HAND UP A. DO YOU WISH TO WEIGH IN? >> I THINK WE SHOULD TAKE THAT SERIOUSLY. LIKE IT OR NOT, WE HAVE GOTTEN ALL THE LEVERAGE ABOUT IMPORTANCE OF EARLY DEVELOPMENT BY SAYING WE ARE SHAPING YOUNG CHILDREN'S BRAINS. AND SECONDLY, IN SUPPORT OF MAKING MACHINE LEARNING OF PLAY, IT'S VARIOUS CATEGORIES PART OF THIS PROJECT I THINK COULD REALLY IMPROVE SCIENCE NATIONWIDE. >> DANIEL FROM THE UNIVERSITY OF MIAMI. OKAY. I JUST LIKE TO REMIND FOLKS IF YOU WOULD MAKE SURE YOU SAY YOUR NAME SLOWLY AND ARTICULATELY FOR THE REMOTE VESTTOR VISITORS WHOSE AUDIO IS NOT AS SHARP AS IT IS HERE IN THE ROOM. >> I TOOK THE MIC AGAIN, LULU SOLOMON FROM BROOKLYN COLLEGE, I GOT INSPIRED BY CATHY'S TALK AND ONE THING WE MIGHT BE ABLE TO DO MAYBE IN TEN YEARS OR EVEN SHORTER TIME, WHICH IS TO GET OUR PARENTS TO COLLECT THE DATA FOR US IF WE SPECIFY CERTAIN CONTEXT WE WANT TO VIDEO RECORD FOOD FOR A COUPLE OF MINUTES YOUR INTERACTION AND UPLOAD TO DATABRARY OR SOMETHING SOMETHING THAT IS MUCH MORE COST EFFICIENT AND ECOLOGICAL. AND WE HAVE TO FULLY SPECIFY THE CONSEQUENCES AND WHAT YOU'RE DOING BUT A LOT OF PARENTS ARE ADEPT USING VIDEO IN ALL THE MEDIA AND SOCIAL MEDIA, ET CETERA. THEY ARE DOING THAT A LOT SHARING AMONG THEIR CIRCLES, AND I THINK IT'S FOR RESEARCHERS THIS IS A GOOD WEALTH OF DATA WE'RE MISSING OUT ON. SO I THINK THIS COULD BE A VERY PROMISING VENUE TO DO THAT. >> GREAT IDEA. RICK HAS HAD IT, DREAMS SO WE ARE TRYING TO MAKE THAT HAPPEN. DO YOU WANT TO TAKE MORE QUESTIONS? >> ANN IN THIS ROUND THEN MOVE ON TO -- >> I'M ANN ROSEM,NT, I WAS JUST THINKING ABOUT WHAT OTHER GROUPS OF PEEP MIGHT BE INTERESTED IN AND TWO THAT COMES TO MIND -- SO HE WITHIN PEOPLE WHO ARE INTERESTED IN CREATING SYSTEMS OR ENHANCING LEARNING, INFANTS ARE FREIGHT LEARNERS, I THINK PEOPLE -- THE FIELD RECOGNIZED THAT. SO THERE ARE ADULT WHOSE ARE TRYING TO LEARN THINGS WHO MIGHT GET INSPIRATION FROM THE WAY CHILDREN LEARN THINGS. AND THERE ARE ALSO PEOPLE TRYING TO BUILD MACHINES THAT LEARN THINGS A LITTLE BIT OF A DIFFERENT THAN TRYING TO BUILD A MACHINE THE WATCH IT IS VIDEO AND ENCODE IT WHICH WOULD BE GREAT BUT BUILDING BETTER ROBOTS AND OTHER MACHINES THAT CAN LEARN THROUGH CREATIVITY AND PLAY. THEY MAY BE INTERESTED IN THIS ARENA. >> GREAT SUGGESTION. I THINK MANY OF US -- I KNOW THERE ARE SOME PEOPLE IN THE LOOM WHO INTERACT WITH THAT COMMUNITY, REGULARLY BUT MANY OF US DO NOT. THAT'S REALLY OUTSTANDING. GREAT SUGGESTION. OKAY. ONE MORE COMMENT THEN -- STACY. >> THANK YOU, STACY FROM VIRGINIA COMMONWEALTH UNIVERSITY. THIS DATA TYPICALLY DEVELOPING KIDS IS EXTREMELY IMPORTANT BUT I ALSO THINK THERE'S A PLACE FOR IT AND LOOKING AT THE COMPARISON FOR KIDS WHO ARE NOT TYPICALLY DEVELOPING WE SPEND A TON OF MONEY IN THIS COUNTRY ON EARLY INTERVENTION SERVICES WITH LITTLE UNDERSTANDING OF WHAT PARTS OF DEVELOPMENT WE NEED TO SCAFFOLD IN THOSE KIDS AND WE DON'T TEACH FOR EXAMPLE PHYSICAL THERAPIST WHICH IS WHAT I AM, WE DON'T TEACH COGNITION OR ABOUT LANGUAGE BUT WE WORK ON MOTOR FUNCTION. SO FINDING A WAY TO HAVE ENOUGH DATA THAT TO SAY THIS IS WHAT TYPICAL DEVELOPMENT IS TO COMBINE THOSE THINGS TOGETHER AND TALK ABOUT WHAT TO SUPPORT. THAT'S A REALLY UNUSUAL THING IN REHAB TO THINK HABIT THE WHOLE CHILD AT THE SAME TIME SO THIS GIVES A PLACE TO START THE DIALOGUE, THIS IS REALLY IMPORTANT, WE SEE IT IN TYPICALLY DEVELOPING KIDS AND NOW WE NEED TO BE ABLE TO THINK ABOUT OH, KIDS NOT TIPPEDLY DEVELOPING WHO CAN'T MOVE, VERY WELL INDEPENDENTLY, THEY HAVE TO HAVE AN OPPORTUNITY TO PLAY. BECAUSE THEY'RE NOT LEARNING IF THEY'RE NOT PLAYING. WE NEED TO WORK THAT RATHER THAN JUST PUTTING THEM IN THE SEED AND WORKING THAT WAY. >> JUST A SECOND, KRISTIN, IF YOU WOULD LIKE TO MAKE YOUR COMMENT OR QUESTION. YOU HAVE THE FLOOR. >> HI, EVERYBODY. I WANT TO ECHO WHAT VANESSA SAID ABOUT THE HOW. WE KNOW AS SCIENTISTS AND PARENTS THAT PLAY IS IMPORTANT BUT WE DON'T KNOW HOW AND WHAT ARE THE PROCESSES THAT DRIVE DEVELOPMENT THAT WE SEEK TO UNDERSTAND. SO BOTH AS A BASIC SCIENTIST, I'M REALLY INTERESTED, ASSUMING INTERVENTIONIST AND POLICY MAKERS WILL BE INTERESTED IN FINDING THAT WE CAN UNCOVER FROM JUST WATCHING THE NATURALISTIC PLAY UNFOLDED OVER TIME. >> GREAT COMMENT. JENNA IVERSON UNIVERSITY OF PITTSBURGH. >> I WANT TO ECHO STACY'S COMMENT, NOT JUST THINGS ENSHE MENTIONED BUT THE DATA SET HAS POTENTIAL TO TELL US THE RANGE OF TYPICAL DEVELOPMENT AND TELL US ABOUT THAT. SO FOR THOSE WHO STUDY AT RISK OR ATIPPEDLY DEVELOPING POPULATIONS, OFTENTIMES ARE FUNDS AND RESOURCES GO TOWARDS COLLECTING THAT ATYPICAL POPULATION BECAUSE THAT'S WHAT WE CARE ABOUT. AND WE KIND OF GIVE THE TYPICALLY DEVELOPING GROUP SHORT SHRIFT. SO IT MAY OR MAY NOT BE REPRESENTATIVE OF WHAT REALLY IS TYPICAL DEVELOPMENT. SO A RESOURCE LIKE THIS FOR PEOPLE WHO STUDY ATYPICAL DEVELOPMENT OR KIDS AT RISK FOR PROBLEMS IS JUST HUGE BECAUSE IT WOULD REALLY GIVE US THE FULL RANGE OF VARIABILITY WE MISS IN OUR STUDIES. >> LET THE,Y NAGOS FROM INTERSTATE CONNECTICUT. >> I WOULD LIKE TO FOLLOW-UP ON THAT TO SAY THAT SOMETHING I STARTED DOING IN MY LAB IS ACTUALLY CORRELATING WHAT IS HAPPENING IN THE PLAY ROOM WITH LATER -- SOMETIMES JUST FOUR MONTHS LATER PREFERENTIAL LOOKING DATA, EIGHT MONTHS LATER PREFERENTIAL LOOKING DATA, TWO YEARS LATER STANDARDIZED TEST OR SEARCH DATA, IT'S CORRELATING, WHAT THEY'RE DOING WHEN THEY'RE TINY IS PART OF THE STORY OF WHAT THEY'RE DOING WHEN THEY'RE THREE, FOUR, FIVE, SIX, EIGHT, ALMOST TEN NOW. SO I THINK THAT'S ANOTHER WAY TO GET TO A LOT OF RESEARCHERS WHO ARE VERY EXPERIMENT-FOCUSED AND LOOKING AT WHAT DOES A GIVEN GROUP OF CHILDREN DO WITH A GIVEN AGE IS TO SAY THERE'S STILL GOING TO BE VARIABILITY THERE AND WE CAN HELP YOU PREDICT WHAT THAT VARIABILITY IS BY LOOKING HOW THEY PLAY WHEN THEY'RE TINY. >> THAT SEEMS LIKE A POWERFUL STORY, WE'LL LET MELANIE SODERSTROM IN THIS SET OF COMMENTS FROM MANITOBA. >> THIS MAYBE A BETTER DISCUSSION FOR LATER BUT MAYBE SET THE STAGE FOR THE DISCUSSION. I'M NERVOUS -- THIS IS A CONSTRAINED DATA SET WE'RE TALKING ABOUT WITH RESPECT TO THE POPULATION, THERE'S A VERY STRICT PARAMETERS AROUND WHO IS A PARTICIPANT AND I KNOW THERE WAS A LOT OF DISCUSSION ABOUT THAT. I GET A LITTLE NERVOUS WHEN WE START TALKING ABOUT USING THIS AS SOME NORMATIVE SAMPLE FOR TYPICAL DEVELOPMENT BECAUSE IT REALLY IS GOING TO BE UNLESS SOMETHING IS PLANNED TO CHANGE IN TERMS OF WHO ARE THE PARTICIPANTS IN THIS STUDY, THIS IS NOT A REPRESENTATIVE SAMPLE BUT ANY MEANS OF WHAT'S OUT THERE EVEN WITHIN NORTH AMERICA SO IT'S REALLY IMPORTANT TO KEEP THAT AS PART OF THE DISCUSSION. >> THANKS SO MUCH, MELANIE, WE HAVE A WHOLE PIECE ABOUT IT, AFTER LUNCH. >> THAT IS A GREAT -- >> VERY DIVERSE SAMPLE, IT IS HOW 900 DEVELOPING CHILDREN BEHAVE BUT IT'S NOT MEANT TO BE A NORMATIVE SAMPLE. SO -- >> I THINK THAT'S A GREAT TRANSITION FOR THE NEXT DISCUSSION WHICH IS THIS MODEL SYSTEM. >> YEAH. >> THANK YOU ALL. >> THANK YOU SO MUCH FOR ALL THE DISCUSSION ABOUT PLAY AS AN APPROACH THE BEHAVIOR. -- TO BEHAVIOR. I WANT TO SWITCH GEARS A LITTLE BIT AND TALK ABOUT PLAY AS A PROJECT. PLAY IS ACRONYM FOR PLAY AND LEARNING ACROSS A YEAR. THE PLAY PROJECT IS ABOUT PLAY, IT IS ABOUT THE BEHAVIOR OF PLAY BUT IT'S ALSO A MODEL SYSTEM FOR ANY TOPIC IN DEVELOPMENTAL OR BEHAVIORAL SCIENCE. THINK OF THE RO # MODEL, THIS IS THE PRIMARY MODE OF FUNDING FROM THE NIH AND REGARDLESS OF WHETHER YOU HAVE RECEIVED AN RO1 OR WHETHER YOU'RE CURRENTLY HOLDING AN RO1, THIS RO1 MODEL IS REALLY THE WAY THAT WE ALL CONDUCT OUR WORK. OUR LABS ARE AUTONOMOUS. WE DO WHAT WE WANT TO DO AND COLLABORATE WITH WHOEVER WHEN EVER WE WANT TO DO IT. AWE TON MY IS REALLY THE CRUX OF DEVELOPMENTAL AND BEHAVIORAL SCIENCE. IT'S LIKE YOU CLEAR MORE AND MORE EXPERTISE IN AN AREA THAT THAT ALLOW US TO CARVE OUT OUR OWN CORNER OF THE SCIENTIFIC UNIVERSE AND IN FACT OUR TRAINING PROGRAMS ARE BUILT ON THE PHILOSOPHY OF SPECIFIC AREAS OF KNOWLEDGE, WE TRAIN OUR STUDENTS TO ACQUIRE EXPERTISE AND CARVE OUT THEIR LITTLE SECTION OF THE SCIENTIFIC UNIVERSE. IT'S A GREAT MODEL, IT'S INCREDIBLY FLEXIBLE BECAUSE WE GET TO DECIDE WHICH QUESTIONS WE WANT TO ASK, WE GET THE CHANGE OUR QUESTIONS, WE GET TO FOLLOW WHERE THE DATA OR WHERE NEW IDEAS ARE TAKING US. IT'S TOTALLY ITERATIVE AND IS SUPER EXCITING. IT'S HIGHLY MOTIVATING TO GET TO ASK YOUR OWN QUESTIONS AND TO BE THE MASTER OF OUR OWN UNIVERSE. SO IN THAT SENSE WE REALLY DO HAVE THE BEST JOB IN THE WORLD. AND IN FACT THE RO1 MODEL IS A HIGHLY SUCCESSFUL MODEL. IT LED TO ALL KINDS OF SCIENTIFIC INNOVATIONS, ALL KINDS OF EMPIRICAL DISCOVERIES, IT'S LED TO NEWTHERRIES AND NEW IDEAS AND ADVANCES AND TECHNOLOGIES AND TOOLS AND METHODOLOGYIES. BUT THE RO1 MODEL HAS SIGNIFICANT LIMITATIONS. FOR DEVELOPMENTAL SCIENTISTS, THERE'S REALLY HIGH COST OF RECRUITMENT AND DATA COLLECTION. AND NEW YORK CITY, WE HAVE A 50% NO SHOW RATE FOR PARENTS WE CONFIRMED THE DAY BEFORE. AND ON TOP OF THAT, IT IS HARD TO RUN INFANTS AND YOUNG CHILDREN. OUR SAMPLES ARE LIMITED, ANY SINGLE LAB CAN ONLY COLLECT SO MUCH DATA. SO THAT MEANS THAT OUR SAMPLE SIZE AND OUR STATISTICAL POWER ARE NECESSARILY LIMITED. THE DEMOGRAPHIC COMPOSITION OF YOU ARE SAMPLES IS LIMITED. SO IS THE GEOGRAPHY, AND THINGS LIKE THE CLIMATE. BECAUSE OF THE LOCATION OF OUR LABS. FOR EXAMPLE, I TELL YOU WHAT, IT'S ABOUT AS HARD FOR ME AND CATHY AND LONA TO STUDIES BABIES WITH BACKYARDS AS TO GO TO -- AND STUDY BABIES WITH OPEN FIELDS. FOR THOSE RESEARCHERS WHO ARE COLLECTING AND CODING SLID OWE AS THEIR PRIMARY SOURCE OF DATA, THERE'S A HUGE COST OF BEHAVIORAL CODING. EACH HOUR OF VIDEO TYPICALLY TAKES WAY MORE THAN AN HOUR TO CODE. THINK ABOUT THINGS LIKE VISUAL FIXATIONS OR LANGUAGE TRANSCRIPTION, THESE ARE REALLY LABORIOUS FRAMES BY FRAME CODINGS. AND MAYBE THE MOST SIGNIFICANT LIMITATION OF THE RO1 MODEL IS OUR SILOED DOMAIN EXPERTISE. OUR SERIES, OUR PER ACCEPT ACTUAL FRAMEWORKS, METHODS, PROCEDURES AND TECHNIQUES, EVEN SAMPLING METHODS AN ANALYTIC TOOLS FOR ANALYZING CHANGE, ALL THIS STUFF IS SILOED AND SORT OF ENCAPSULATED INTO THE DOMAINS AND OFTEN INTO SPECIFIC LABS. WHAT AND HOW WE CODE OUR VIDEOS IS LIMITED TO OUR DOMAIN EXPERTISE. IF I DIDN'T HAVE CATHY TO LEND HER EXPERTISE ON LANGUAGE, I THINK CODING MY VIDEOS WAS A SOUND OFF. IF SHE DIDN'T HAVE ME TO LEND MY EXPERTISE LOCOMOTION, I DON'T THINK SHE'D EVER LOOK AT A BYE-BYE'S FOOT. -- BABY'S FOOT. AND THE RO1 MODEL LIMITS TRANSPARENCY. WHICH IN TURN LIMITS REPRODUCIBLE. THE WHAT, HOW, WHEN, WHERE WHY OF STUDY DESIGN, DATA COLLECTION, DATA PROCESSING, DATA CODING AND ANAL SEEDS, ALL STUCK -- ANALYSES, ALL THESE ARE STUCK IN OUR AUTONOMOUS LABS. AND THE RELATED ISSUE CONCERNS KNOWLEDGE TRANSFER. NO METHOD SECTION CAN EVER DESCRIBE ALL THE NITTY-GRITTY DETAILS OF A STUDY'S PROCEDURE. TELL YOU WHAT, WHEN I WAS A NEW PROFESSOR, ONE OF THE FIRST PAPERS THAT I ROAD ON MY OWN WAS A REALLY DETAILED STUDY ABOUT INFANT CRAWLING THE ACTION AT OUR -- CHUCK NELSON ACTUALLY, BUT THE ACTION EDITOR WROTE ME BACK AND SAID LOOK, IF THEY CAN DESCRIBE HOW TO CLONE SHEEP IN TWO PARAGRAPHS I THINK YOU CAN GET YOUR METHOD SECTION DOWN TO TWO PAGES. AND THE THING IS, THERE'S NO SUPPLEMENTAL MATERIAL SECTION THAT CAN INCLUDE ALL THE ANYTIMETY GRITTY DETAILS. THE MCDI, MCOARTURE COMMUNICATIVE DEVELOPMENT INVENTORY. HOW DO YOU ASK IT? EYE TRACKING OR EEG WITH INFANTS. HOW DO YOU EVEN GET THE CAP ON THEIR HEADS? LIKE MOST OF THE PAPERS THAT TALK ABOUT HEAD MOUNTED ITRACKING I KNOW THIS BECAUSE I WRITE THEM AND I NO LONGER OHIO PAPERS ABOUT EEG, THEY HAVE COLUMNS OF DETAILS ABOUT THE TECHNOLOGY BUT THEY DON'T TELL YOU HOW TO GET THE FREAKING CAP ON THE BABY'S HEAD. THERE ARE SO MANY THINGS DETAILS ABOUT THE PROCEDURES THAT ARE MISSING HOW DO YOU -- WHAT DO YOU SAY TO A CHILD TO GET HIM, HER TO LIE QUIETLY IN A MAGNET? HOW DO YOU EXPLAIN PROCEDURES TO CAREGIVERS, WHAT THEY'RE SUPPOSED TO -- WHAT THEY DO AND WHETHER THEY'RE SUPPOSED TO SAY OR NOT SAY. AND WHAT ARE THE TRICKS OF GETTING A BABY TO LOOK AT A SCREEN, IF YOU PLAY MUSIC, WHAT EXACTLY IS THE MUSIC AND WHEN DO YOU PLAY THE MUSIC AND HOW LOUD IS THE MUSIC. WHEN DO YOU USE ATTENTION GRABBER. THESE THINGS ARE NOT JUST PROCEDURE, THEY'RE LIKE ART FORMS. AND MOST DEVELOP MENTAL METHODS I THINK ARE ART FORMS THAT WE ARE INFORMALLY PASSING DOWN FROM MENTOR TO MENTEE. AND DEVELOPMENTAL SCIENCE HAS LIMITED VIDEO SHARING AND REUSE. EVEN WITHIN LABS. EVEN WITHIN LABS THERE'S LIMITED VIDEO SHARING AND REUSE. MANY RESEARCHERS, MAYBE AS MOST NEVER GO BACK TO THEIR OWN VIDEOS TO MINE THEM FOR ANSWERS TO NEW QUESTIONS. I WANT TO BE CLEAR ABOUT THIS. I THINK THAT THE RO1 MODEL LEADS TO WONDERFUL ADVANCES AND I HOPE THAT IT WILL NEVER BE REPLACED, IT SHOULD STAY THE WAY WE DO RESEARCH BUT WE ARE REINVENTING THE WHEEL OVER AND OVER AGAIN, THAT IS WAISTING TIME, WAISTING FUNDING, WAISTING RESOURCES. AND IT IS FAILING TO CAPITALIZE ON THE EXISTING TREASURE DROVE OF DATA THAT EXISTS ON THE EXISTING TREASURE DROVE OF KNOWLEDGE THAT IS ALREADY OUT THERE BUT LOCKED INTO -- TO KNOW EXACTLY WHAT YOU THINK AND IF YOU SHOULD PLAY MUSIC AND WHEN AND HOW YOU PLAY IT. SHE WILL UNLOCK IT NOW. THERE'S AN ALTERNATIVE SYNERGISTIC MODEL. THAT ADDRESS IT IS LIMITATIONS OF THE RO1 MODEL. AND THE KEY TO THE SYNERGISTIC MODEL IS MANY AUTONOMOUS LABS COMING TOGETHER AROUND A COMMON GOAL OF CONTRIBUTING DATA TO A SHARED CORPUS. THE IDEA IS THAT MANY LABS WILL PULL DATA OF A COMMON TYPE OF FORMAT AND BY POOLING THE DATA, IT MITIGATES THE COST OF RECRUITMENT AND DATA COLLECTION, IT MAXIMIZES SAMPLING DIVERSITY, IT'S CREATING A CORPUS OF DATA LARGER THAN ANY OF US COULD DO ALONE IN OUR SINGLE LABS. LARGER THAN ANY OF US COULD DO WITH THE TRADITIONAL TYPES OF COLLABORATION. DATA POOLING, IT ENABLES BUT IT DOESN'T REQUIRE COLLABORATION. AND MOST IMPORTANTLY, THE SYNERGISTIC MODEL MAINTAINS THE INTEGRITY OF AUTONOMOUS DISCOVERY SO THE POOLED DATA IN A CORPUS COULD BE USED BY ANY RESEARCHER TO INPEND DEN LIT GENERATE THEIR OWN QUESTIONS SO WE'RE POOLING DATA BUT RETAINING AUTONOMOUS DISCOVERY. I WANT TO BE CLEAR, ABOUT WHAT I MEAN BUSY SYNERGISTIC MODEL, WHAT IT IS AND WHAT IT IS NOT. SYNERGISTIC MODEL IS NOT A COLLABORATION. IT'S NOT EVEN A FORMALIZED COLLABORATION WITH A PROGRAM PROJECT GRANT. IT'S NOT A CONTRACTUAL THING LIKE NICHD STUDY OR TOOLS OF THE EARLY CHILDHOOD LONGITUDINAL CITY BIRTH COHORT. IT'S NOT MERELY A REPOSITORY FOR SECONDARY DATA ANALYSIS. OR ICPSR OR DATA VERSE. IT'S NOT ABOUT ANSWERING A SINGLE QUESTION. THE SYNERGISTIC MODEL IS ABOUT CREATING A TREASURE DROVE FOR ATON MOUSE DISCOVERY. -- AUTONOMOUS DISCOVERY. THE GREATEST SUCCESS STORY IN DEVELOPMENTAL SCIENCE FOR THE SYNERGISTIC MODEL IS CHILD. THIS IS THE CHILD LANGUAGE AND DATA EXCHANGE SYSTEM, THIS HAS A 35 YEAR HISTORY OF SUCCESS IN DEVELOPMENTAL SCIENCE. AND BRIAN MCWELCOMESIN NEXTY, I DON'T KNOW IF HE'S ON REMOTELY. HE'S IN TAIWAN, ONE OF THOSE, THEY MIGHT BE IN TOMORROW OR YESTERDAY, HOWEVER THAT WORKS, BUT BRIAN LED, DEVELOPED AND MAINTAINED THIS TREASURE DROVE OF CHILD LANGUAGE FOR 35 YEARS. AND THIS HAS BEEN REALLY PREMIER EXAMPLE FOR DATABRARY AND DATA VIEW AND BRIAN IS OF COURSE ON THE BOARD AND HE'S OFFERED AMAZING AND IMPORTANT ADVICE APPROXIMATE INSIGHT AND HE'S LARGELY THE INSPIRATION FOR THIS PLAY PROJECT. SO CHILD IS A NATURAL LANGUAGE CORPUS. ALL OF THE DATA ARE TRANSCRIBED IN A COMMON FORMAT HE CALLS CODES FOR THE HUMAN ANALYSIS OF TRANSCRIPTS. AND HE HAS TOOL FOR ANALYSES, HE CALLS COMPUTERIZED LANGUAGE ANALYSES. KATHERINE SNOW, I SAT DOWN WITH CATHY AND BRIAN FILLED IN THE GAPS AND TOLD US ABOUT THE ORIGIN OF CHILD. IT ALL BEGAN IN SAN DIEGO AT A DINNER THAT WAS PART OF THE MCARTHUR NETWORK AND SO BRIAN MCWINNEY AND KATHERINE SNOW AND LIZ BATES, WAS ANYONE ELSE THERE? THOSE THREE, ARE HAVING THIS DINNER IN SAN DIEGO AND THEY TALKED ABOUT WHAT DO WE NEED FOR STUDYING CHILD LANGUAGE? WHAT DO WE NEED? WHAT DO WE REALLY WANT? THIS STRUM FOR VOCABULARY DEVELOPMENT, SHE ENDED UP GETTING IT. THAT'S THE MCARTHUR DEVELOPMENTAL INVENTORY. BUT KATHERINE SNOW AND BRIAN MCWINNEY, THEY WANTED A CORPUS OF NATURAL CHILD LANGUAGE. AT THE TIME THERE WERE LOTS OF TALK ABOUT INDIVIDUAL DIFFERENCES, BUT NONE OF THOSE AT THE TABLE AND REALLY NONE OF THOSE THAT ANYONE KNEW HAD ENERGY OR RESOURCES TO DOCUMENT INDIVIDUAL DIFFERENCES IN CHILD LANGUAGE AND INPUT TO CHILDREN AND THINGS CHILDREN SAY. THERE WERE SOME RAY LIP RICH TRANSCRIPTS OF -- RICH TRANSCRIPTS THAT EXISTED BUT THEY WERE AT RISK OF BEING LOST FOREVER. SO ROGER BROWN HAS THE AMAZING CORPUS FROM ADAM AND EVE AND SAY ARE, BUT THESE TRANSCRIPTS WERE TYPED OUT AND THEN GRAPHED INTO COPIES AND THEY'RE EXPENSIVE AT THE TIME, DO YOU REMEMBER WHEN YOU HAD TO PAY LIKE 15 CENTS TO MAKE A XEROX COPY? SO ROGER BROWN WOULD DO A MANY GRAFTING OF THE TRANSCRIPT AND HAND OFF A COPY TO EACH DOCTORAL STUDENTS. AND MELISSA BOWERMAN GOT HER COPY OF ADAM EVE SARA TRANSCRIPTS AN TRAVEL THE WORLD WITH HER SINGLE COP -- COPY AND SHOW PEOPLE THE COPY AND SAY THIS IS AN EXAMPLE OF WHAT COULD GO INTO ARCHIVE IF WE COULD ARCHIVE FOR THESE KINDS OF TRANSCRIPTSES SO THERE WAS ENORMOUS EFFORT IN GETTING PEOPLE TO CONTRIBUTE INITIALLY. THEN BRIAN AND KATHERINE HOW THEIR FIRST CONFERENCE COHORT TO FIND OUT WHAT KINDS OF TRANSCRIPTS PEOPLE ACTUALLY HAD AND WHAT THINGS PEOPLE CONTRIBUTE. SO BRIAN MCWINNEY HAD LANGUAGE SNIP FETES FROM HIS SONS AND KATHERINE HAD HER CORPUS AND DAN HAD SOME DATA KATHERINE COULDN'T REMEMBER AND LIZ BATES HAD HER 25 KIDS AND LOIS BLOOM, SHE ALL OF WERE IN HANDWRITTEN NOTES BECAUSE LOIS'S WORDS THE TRANSCRIPTSES WERE TOO HARD TO TYPE UP. A FAVORITE IS MELISSA BOWERMAN, HER TRANSCRIPTS WERE LIKE LITTLE SCRAPS OF PAPER TAKE GROCERY STORE RECEIPT, AND WRITE TRANSCRIPTS BECAUSE THE SETTED WERE DATAD. SO BRIAN WENT BACK TO CARNEGIE MELLON AND DEVELOPED THE CHILD REPOSITORY AND EVERYONE CONTRIBUTED DATA WERE IN THESE IDIOSYNCRATIC FORMATS, GROCERY STORE RECEIPTS, LOIS BLOOM ROGER BROWN GRAPHED 48 GENERATIONS OF -- LATER. AND BRIAN TOOK RESPONSIBILITY OVER LIKE A 3 TO FOUR YEAR PERIOD TO COME UP WITH A CHAT FORMAT. TO MAKE EVERYTHING STANDARDIZED. AND THEN HE INVENTED AN ANALYSIS TOOL THAT GENERATES TYPES AND TOKENS AND SO ON. THEN THE PROBLEM WAS GETTING THE MESSAGE OUT FOR REUSE. EVERYONE WAS EAGER TO SHARE BUT IT WAS HARD TO GET THEM TO USE CHILD. HOW DID THEY DO IT? BRIAN AND KATHERINE AND OTHER MEMBERS GIVE TALKS AROUND THE WORLD AND SHOW PEOPLE IN THE TALKS HOW TO DO IT. THEY HELD WORKSHOPS THEY WROTE MANUALS. ALL OF THIS, THIS IS LIKE WHAT BRIAN SAID FIND OUT WHAT DATA PEOPLE WANT, GET THEM IN A ROOM, TELL THEM -- AND THEN YOU HAVE TO GET THEM TO REUSE THEM. AND THEN THOSE DAYS IF SOMEBODY WANTED TO REUSE DATA FROM CHILD, BRIAN WOULD COPY TO A FLOPPY DISC AND PUT IN AN ENVELOPE AND MAIL TO THE PEEP. NOW IT'S GROWN TO INCLUDE NARRATIVE AND CLASSROOM DATA AND ALL KINDS OF LANGUAGES, NATURAL SPEECH TO AND BY CHILDREN. THERE'S I EMAILED BRIAN TO GET THE NUMBER HE SAID MORE THAN 7,000 ARTICLES WHEREIN BY THOUSANDS OF RESEARCHERS WERE USING DATA IN CHILDS. THERE'S OTHER SUCCESS STORIES, SO BRAIN GREW CHILD INTO TOP BANK WHERE HE HAS LANGUAGE BY ADULTS AND DIMEANTED PEOPLE AND PEOPLE WITH TRAUMATIC BRAIN INJURY SO ON AND MELANIE SODERSTROM BOTH HERE AND BRIAN HAVE STARTED HOME BANK WHICH IS WE USING AUDIO RECORDINGS AND MIKE FRANK WHO IS ON REMOTELY HAS WORD BANK AND THIS IS WHERE PEOPLE CONTRIBUTE ALL THE MCARTHUR INVENTORY MCDI THEY HAVE BEEN COLLECTING. AND THERE'S OTHER THINGS, THERE'S LIKE THE HUMAN CONNECTOME PROJECT. THIS IS A CORPUS OF DATA TO MAP BRAIN STRUCTURES AND MAPPING DIFFERENT PARTS OF THE BRAIN HOW THEY'RE CONNECTED, THAT WAS THE -- SO NOW THEY HAVE FOLLOW-UP CONNECTOME, THE HUMAN LIFE SPAN PROJECT FROM FOUR-YEAR-OLDS TO 75-YEAR-OLDS AND BABY CONNECTOME FROM 0 TO 5 YEARS AND DEVELOPING HUMAN CONNECTOME IN THE UK GOES FROM 20 TO 44 WEEKS GESTATION. SO WHERE CHILD AND HOME BANK AND WORD BANK ARE A SYNERGISTIC APPROACH TO LANGUAGE. AND THE HUMAN CONNECTOME PROJECT IS A SYNERGISTIC APPROACH TO THE BRAIN. PLAY IS MEANT TO BE SYNERGISTIC APPROACH TO BEHAVIOR. THIS IS A MODEL SYSTEM BECAUSE THIS MODEL IF IT WORKS AT ALL CAN WORK ON ANY TOPIC IN BEHAVIOR. OUR FOCUS IS ON INFANT LEARNING AND DEVELOPMENT IN THIS CONTEXT OF EVERY DAY PLAY IN THE NATURAL HOME ENVIRONMENT AND WE TOOK THAT BECAUSE WE LOVE IT AND THINK IT'S GREAT BUT ALSO BECAUSE BROAD ENOUGH TO GENERATE AN INFINITE NUMBER OF COOL IMPORTANT QUESTIONS, WE'RE GENERATING SOME OF THEM RIGHT HERE. BUT IT'S NOT SO BROAD THAT IT'S JUST TOTALLY AMORPHOUS OR PROMISCUOUS. A SPECIAL ASPECT OF PLAY IS WE'RE MAKING A DELIBERATE EXPLICIT EFFORT IS TO LEVERAGE EXPERTISE ACROSS DOMAINS. SO WE DID NOT SET OUT TO CREATE A NEW TALK BANK LIKE A WALK BANK OR iBANK OR OBJECT BANK OR WHATEVER. THIS IS BEHAVE I DON'T HAVE BANK WE'RE TRIERING TO DO, BEHAVIOR BANK FOR BABIES. SO OBJECT INTERACTION AND LANGUAGE AND GESTURE AND LOCOMOTION AND TEMPERAMENT AND GENDER AND FAMILY STRUCTURE AND THE HOME ENVIRONMENT AND MEDIA AND ACTUALLY WHATEVER ELSE PEOPLE CAN COME UP WITH VIDEO IS PRIMARY DATA THAT WE GET AUDIO OF COURSE FOR FREE. AND ALL THE LANGUAGE DATA, EVERYTHING WE DO IS 100% COMPATIBLE WITH CHILDS AND WE WILL LEVERAGE DATABRARY INFRASTRUCTURE FOR SHARING AND STORING THE VIDEOS AN DATA VIEW TOOL FOR CODING THE VIDEOS. THE IDEA DATABRARY AND VIEW TOGETHER FACILITATE CROSS DOMAIN INQUIRY THROUGH SHARING OF VIDEO S AND SHARING FOUNDATIONAL CODES. MORE ON THAT TO COME. SO THERE'S BILLION COOL THINGS BUT TWO THINGS I WANT TO TALK ABOUT, FIRST IS THAT WE ARE PUSHING FOR EXPLICIT TRANSPARENT KNOWLEDGE TRANSFER OF ALL OF IT. ALL PROCEDURES EVERYTHING ABOUT THE PROTOCOL, MATERIALS AND FOUNDATIONAL CODES. AND SECOND, THREE OF US AROUND THE DINNER TABLE IN SAN DIEGO, THIS IS 60 OF US SITTING IN THIS BIG ROOM, WHO ALL HAVE COMMITTED TO USE AND REUSE THIS CORPUS OF VIDEOS. AND WHY DID YOU COMMIT? MOSTLY BECAUSE OF THE NATURE OF THE DATA SETS. BECAUSE WE WILL COLLECT HIGH QUALITY DATA OF THE TYPE THAT EVERYONE IN THIS ROOM WANTS. THE WHOLE THING IS DESIGNED BY RESEARCHERS BY THE PEOPLE IN THIS ROOM FOR RESEARCHERS YES UP IN THE ROOM BUT ALSO OTHER PEOPLE THAT WE'RE MEANT TO REPRESENT, OTHER RESEARCHERS THAT WE'RE TRYING TO THINK ABOUT. RESEARCHERS ACROSS DOMAINS SO WE HAVE VERY PURPOSEFULLY AND EXPLICITLY TRIED TO GET PEOPLE THAT WE KNOW TO SPEAK UP FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES AND CHILDREN ON THE AUTISM SPECTRUM AND SO ON. WHILE PRESERVING THE AWE TON MY OF INDIVIDUAL LAPSE. WHILE SHARING OPENLY WITHOUT RESTRICTION. TO MAKE THIS PLAY THING WORK WE CONSIDERED EACH PERSON'S INVESTMENT EXCEPT FOR MINE WHICH WILL BE HIGHER THAN CATHY'S AND RICKS BUT ALL OF YOUR PEOPLE'S INVESTMENTS IN TERMS OF COST BENEFIT RATIO. SO THE IDEA WAS TO MINIMIZE THE COST TO THE PIs COST IN TERMS OF TIME AND SUPERVISION, COST TO YOUR WORK LIFE, BUT MAXIMIZE INVESTMENT BY THE PI AND ALL THEIR STUDENTS AND PEEPS IN THIS IDEA OF A SYNERGISTIC SCIENCE, INVESTMENT IN VIDEO, AND ACTUAL INVESTMENT IN INFANTS EVERY DAY PLAY. EACH RESEARCHER IN THE LAUNCH GROUP COMMITTED TO WRITING AT LEAST ONE PAPER FROM THEIR LAB, THAT REPRESENTS THEIR LAB FROM THE PLAY DATA SET AND SO WHEN WE'RE DONE WE WILL HAVE MORE THAN 60 PAPERS FROM PLAY. SO THAT'S NOT 7,000, BUT BRIAN SAID 35 YEARS ON US SO IT'S A REALLY GOOD START. AND SO THE IDEA TODAY WAS TO DEMONSTRATE THE FEASIBILITY OF THIS AMBITIOUS SYNERGISTIC APPROACH THE BEHAVIOR. WE WANT TO TELL YOU HOW WE BUILT THE IMMUNITY, HOW WE FIGURED OUT THE PROTOCOL, HOW WE HASHED OUT THE FOUNDATIONAL CODES AND REMIND YOU THIS COULD BE DONE AROUND ANY THEME OR TOPIC. SO PLAY IS REALLY AMAZING AND COOL BUT IT COULD HAVE BEEN AROUND AUTISM OR CEREBRAL PALSY OR ANY OTHER THING PEOPLE ARE INTERESTED IN. SO HOW DO YOU BEGIN? OUR FIRST DECISION, WHAT AREAS OF EXPERTISE SHOULD WE TRY TO COVER? WE RECOGNIZE THAT WE COULDN'T DO EVERYTHING BUT WE WANTED TO DO THE OBVIOUS AND THE CRITICAL THINGS. SO IF WE WANT TO STUDY PLAY OF COURSE WE NEED PEOPLE WHO KNOW ABOUT PLAY BUT ALSO WANT PLAY TO INCLUDE OBJECT INTERACTIONS AND TOOL USE AND OBJECT KNOWLEDGE. LANGUAGE AND GESTURE AND COMMUNICATION HAD TO BE PART OF THE EXPERTISE BECAUSE THIS IS SUCH A HUGE FOUNDATIONAL DEVELOPMENT IN THE SECOND YEAR. KIDS ARE BECOMING LANGUAGE USERS LANGERS AND IT'S CATHY'S EXPERTISE, SO WE WILL DO SOMETHING WE CARE ABOUT INTELLECTUALLY. LOCAL MOTION PHYSICAL ACTIVITY AND MOVEMENT, THE TRANSITION FROM CRAWLING TO WALKING IS ONE OF THE MOST IMPORTANT EVENTS IN THE SECOND YEAR RIGHT UP THERE WITH LEARNING TO TALK AND ALSO MY AREA OF EXPERTISE. EMOTION TEMPERAMENT, SELF-REGULATION, THIS IS A NOTABLE AND SO INTERESTING, IT'S JUST SO GORGEOUS. SO THAT GOT IN. AND GENDER IDENTITY STARTS IN TOED LEER YEARS AND RELATED THINGS ABOUT FAMILY STRUCTURE MR. YOU HAVE A MOM AND DAD OR TWO MOMS, TWO DADS, SINGLE PARENTS OR EVERY OTHER FAMILY STRUCTURE. SO INTERESTING. THE HOME ENVIRONMENT, MEDIA USE, MEDIA PREVALENCE, HAVE TO BE IMPORTANT FACTORS THAT AFFECT OPPORTUNITIES FOR PLAY AND THEN WE WANTED EVERYONE IN THE LAUNCH GROUP TO HAVE AN INTEREST IN SOME EXPERTISE IN CHILD CAREGIVER INTERACTIONS. SO WE THOUGHT ABOUT LOGISTICS HOW DO YOU MINIMIZE COST, WHILE MAX MAZEMIZING BENEFITS TO INDIVIDUAL LABS, HOW TO WE GET PEOPLE TO SAY OKAY, OKAY MAYBE AND NOT JUST NO. SO WE FIGURED AN ACCEPTABLE COST IN TERMS OF TIME AND SUPERVISION WHAT YOU WOULD DO FOR SOMEBODY'S SENIOR HONORS THESIS, NOT TALKING -- NOT EVEN TALKING AN RO 3, WE'RE NOT TALKING ABOUT DISSERTATION, WE'RE TALKING ABOUT THE SENIOR HONORS THESIS. BECAUSE THAT'S THE AMOUNT OF WORK THAT MOST OF US WOULD DO FOR FREE. WE SPONSOR UNDERGRADUATE SENIOR HONORS SPECIES, NO, MAYBE, BUT PIGGY BACKING AN EXISTING GRANT OR MAYBE A SMALL INTERNAL GRANT OR MAYBE A LITTLE STUDENT GRANT, OR A LOT OF THE SAME WE JUST DO IT FOR FREE. THAT WORK OUT IF NOT A SENIOR NORTHERNS THESIS IT WORKS OUT TO BE A HALF TIME PERSON FOR ONE SUMMER OR FOR ONE ACADEMIC SEMESTER. SO IF WE THOUGHT LIKE THAT, HOW MANY HOURS OF DATA COLLECTION WOULD WE NEED AND HOW MANY HOURS OF VIDEO CODING WOULD WE NEED. YOU WILL SEE THAT THE BOTTLENECK IS REALLY VIDEO CODING, IT'S NOT DATA COLLECTION, DATA COLLECTION IS HARD AND BAD BUT IT'S THE DATA CODING THAT'S REALLY THE BOTTLE NECK. SO WE CAME UP WITH THESE NUMBERS. ABOUT A HUNDRED HOURS FOR DATA COLLECTION, SEEMS REASONABLE, THAT'S LIKE SOMETHING THAT A REALLY GOOD UNDERGRAD YOUR GRADUATE STUDENTS, SOMEONE ON STAFF COULD DO, OVER THE SUMMER OR OVER THE CURSE OF A SEMESTER, AND SAME FOR 200 HOURS OF VIDEO CODING. YOU DON'T WANT LESS TIME BECAUSE THERE'S ALSO A COST ON THE INFRASTRUCTURE SIDE. TO TRAINING RESEARCHER TO COLLECT THE DATA OR TO CODE THE DATA. SO WHERE DID WE GET HUNDRED HOURS OF DATA COLLECTION? WE FIGURED IF EACH SITE COLLECTED 30 SESSIONS OF DATA, THEN 30 SESSIONS SAY BY 33 THAT WOULD BE 900 VIDEOS. WITH IS ALL ARBITRARY BUT WE FIGURE N OF 30 LARGE ENOUGH FOR SINGLE STUDY, PEOPLE DO THAT ALL THE TIME, PUBLISH STUDY WITH 30 KITS IN IT. IF WE SEPARATE THE AGE SO YOU'RE COLLECTING 10, 12 MONTH OLE, 10, 18 AND 10, 24 MONTH OLES YOU'RE NOT TAPPING OUT ANYBODY'S SUBJECT PULL IN A RELATIVELY SHORT TIME SPAN. SO WE WANTED TO ASSURE A SAMPLE SIZE OVER ALL SO 900 VIDEOS TO CAPTURE AGE RELATED CHANGES IN INDIVIDUAL DIFFERENCES. SO 900 VIDEOS, 300 EACH OF THESE THREE AGE GROUPS WOULD YIELD A POWER OF .8, SUFFICIENT TO DETECT SMALL SIZES WITH ALPHA OF .05. HERE YOU CAN SEE THE BOTTLENECK IS CAUSED BY VIDEO CODING. IF E WE JUST CAP IT, WE SAY ALL RIGHT, NO MORE THAN THREE HOURS OF VIDEO CODING FOR EACH HOUR OF VIDEO. IF THAT'S THE CAP, 900 SESSIONS TIMES THREE HOURS OF CODING COULD BE 2700 HOURS OF CODING PER CODING PASS. SO IF WE ESTIMATE ABOUT 200 FLOWERS OF CODING PER LAB, WE WOULD NEED 14 LABS FOR EACH CODING PASS SO WE THOUGHT WE'LL CREATE THREE EXPERT GROUPS, THREE EXPERT CODING GROUPS THAT COULD HANDLE THREE FOUNDATIONAL CODING PASSES THAT WOULD BE ABOUT 42 LABS, AND ONE OF THE FOUNDATIONAL WILL BE OBJECTS BECAUSE AFTERALL THIS IS ABOUT PLAY, ONE WILL BE LANGUAGE BECAUSE AFTERALL, THIS IS ONE OF THE REALLY IMPORTANT THINGS, THEN THE OTHER ONE WOULD BE ABOUT LOCAL MOTION AND PHYSICAL ACTIVITY. THEN WE WOULD HAVE SOME ROOM LEFT OVER TO GET SOME EXPERTS IN SOME OTHER AREAS AS WELL. SO WE KNEW WHAT TYPES OF EXPERTISE WE WANTED AND ABOUT HOW MANY PEOPLE WE WOULD NEED AND THE NEXT STEP WAS TO BUILD OUR LAUNCH GROUP. WE SELECTED LAUNCH GROUP MEMBERS WITH REQUIRED DOMAIN EXPERTISE TO INCLUDE ALL PEOPLE, SORRY ALL LEVELS FROM SEASON THE FULL WE DIDN'T WANT TO BE A BUNCH OF MIDDLE AGE WOMEN OR WHATEVER BUT TO HAVE JUNIOR PEOPLE, SO THAT THE VALUE OF PARTICIPATING IN THIS IS MAYBE LARGER FOR NEW LABS. WE WANTED TO REPRESENT AS DIVERSE A GEOGRAPHIC REGION AS WE COULD AND WE WANTED EACH LAUNCH GROUP MEMBER TO BE SMART AND PRODUCTIVE AND COLLEGIAL, PEOPLE WHO PLAY WELL WITH OTHERS. AND PEOPLE WHO ARE COMMITTED TO ADVANCING DEVELOP MENTAL SCIENCE AND PEOPLE WHO PLAY, WE DIDN'T CARE IF PEOPLE HAD EXPERTISE IN NATURAL SETTINGS, SOME DO IN LAUNCH GROUP AND SOME DONE. WE DIDN'T EVEN CARE HOW MUCH EXPERTISE PEOPLE HAD WITH VIDEO. SOME ARE LIKE DEEP VIDEO EXPERTS AND SOME HAVE NEVER CODED WITH VIDEO. WHETHER WE WANTED WAS FOR THE LAUNCH GROUP MEMBERS TO BE ABLE TO REPRESENT THEIR AREAS OF INTEREST, IN THE FIELD AND THAT EACH LAB REPRESENT THEIR OWN SELFISH LAB INTEREST BECAUSE THESE ARE AFTER ALL YOU ARE AMONG THE VERY BEST BUT ALSO ABLE TO REPRESENT OTHER PEOPLE IN THE AREAS. IN DOMAIN AREA. LET ME SAY WHEN WE THINK OF PEOPLE GO LIKE -- NOT LIKE WE WERE GETTING PEOPLE FROM ALL OVER THE COUNTRY, IT SERIOUSLY DID AND I THOUGHT IT WOULD BE A CUTE GRAPHIC TO HAVE A MAP, WE BUILT THIS MAP. THEN IT IS SUPER WELL LIKE THIS SIDE IS GOOD. THAT SIDE IS GOOD. WHEN WE SAW THAT WE FREAKED OUT AND TRIED TO FIND PEOPLE IN WYOMING AND STUFF. IF YOU KNOW REALLY AMAZING -- EVEN VERY GOOD WHATEVER RESEARCHERS IN THE BIG GREAT, WE WILL PULL THEM IN. SO ANYWAY, MELANIE IT'S TOTALLY NOT REPRESENTATIVE, IT'S NOT NORMATIVE BUT IT IS DIVERSE. IT'S SUPER DIVERSE. IT'S DIVERSE IN TERMS OF MANY OF THE THINGS THAT WE ALL CARE ABOUT. WHATEVER. ALL RIGHT. NORTH DANORTH DAKOTA. ALL RIGHT. ENOUGH SAID. ARKANSAS. WE STARTED OUR INITIAL OUTREACH LETTER OF INVITATION. AND THIS LETTER INTERVIEWS THE PLAY PROJECT AND IN THE LETTER WE INTRODUCE THE IDEA AND WE SAID ALL WE WANT IS A 30 MINUTE PHONE CALL AND THEN AT THE END YOU CAN SAY YES OR NO, BUT WE JUST WANT 30 MINUTES OF YOUR TIME TO TELL YOU ABOUT THE AIMS OF THIS PLAY PROJECT. AND ACTUALLY THE BUY-IN WAS ENORMOUS. SO 57 OF THE 60 PEOPLE WE INVITED AND SPOKE TO SAID ABSOLUTELY YES AND I DIDN'T CHANGE THIS NUMBER BUT I THINK IT STILL IS 54. YES, IT IS. SOME OF THE PEOPLE GOT SNOWED OUT AND CAITLIN SNOWED OUT OVER THERE. MANY PEOPLE AS WE COULD GET ARE HERE EITHER IN PERSON OR REMOTELY. THIS IS WHAT WE TALKED ABOUT. WE TOLD THEM ABOUT OUR AIM. THAT WE WANT TO ADDRESS CRITICAL QUESTIONS ABOUT INFANT LEARNING AND DEVELOPMENT WITHIN PANNED ACROSS PSYCHOLOGICAL DOMAINS THROUGH A FINE GRAINED ANALYSIS AND REUSE OF VIDEO. AND WE TOLD THEM THAT WE AIMED TO LEVERAGE PEOPLE'S EXPERTISE SO WE CAN DESIGN COMMON CODING CRITERIA, AND MAKE THE DATA VIEW TOOL EVEN BETTER SO WE COULD ENSURE EFFICIENT IMPLEMENTATION OF THE CODES. AND WE TOLD THEM WE WANTED TO CAPITALIZE ON THE DATA INFRASTRUCTURE SO THAT WE CAN COLLECT AND SHARE A CORPUS OF 900 HIGH QUALITY BEAUTIFUL HOURS OF TODD LEERS AND THEIR MOMS ENGAGED -- TODDLERS AND MOMS ENGAGED IN EVERY DAY PLAYNARY HOMES IN DIVERSE -- PLAY IN THEIR HOMES IN DIVERSE LOCATIONS IN THE U.S.. WE HELD 60 INDIVIDUAL PHONE CONVERSATIONS AND OUTLINED THE SCOPE OF THEIR COMMITMENT. SO THE SCOPE OF COMMITMENT WE TOLD EVERYONE YOU HAVE TO BE ADVISOR THROUGHOUT THE DURATION OF PROJECT HOWEVER SHORT OR LONG IT'S GOING TO BE AND YOU HAVE TO COMMIT TO REUSE. AND YOU HAVE TO COMMIT TO ATTENDING TWO WEBINARS AND THIS WORKSHOP HERE IN BETHESDA AND YOU HAVE TO COMMIT TO WRITING AT LEAST ONE PAPER FROM THE PLAY DATA SET. AND WE TOLD THEM ONLY A SUBSET OF LABS WILL BE COLLECTING DATA, WE'LL FIGURE OUT THE LABS BASED ON TRYING TO GET DIVERSE MAXIMIZE GEOGRAPHIC DIVERSITY. AND PEOPLE'S ACCESS TO FAMILIES. WE TOLD THEM MOST LABS CODE DATA FOR ONE OF THE FOUNDATIONAL CODING PASSES AND WE TOLD THEM ABOUT OUR IDEA OF WHICH EXPERT GROUP MANY OF YOU COULD BE IN TWO OR ALL THREE OR MORE EXPERT GROUPS. WE ADDRESS PEOPLE'S CONCERNS, HONESTLY THE BIGGEST CONCERNS HAD TO DO WITH TIMING, LIKE ARE YOU -- DO I HAVE TO DO THIS LIKE TOMORROW? WHEN IS THIS? THE WEBINARS HAPPENED LAST SPRING AND THEN WE TOLD THEM WE WOULD HAVE THIS WORKSHOP THIS FALL. AND THEN AFTER THAT, SEE HOW IT GOES. ALL RIGHT. SO THEN THE NEXT STEP WERE THE WEBINARS WITH THE EXPERT GROUPS. FIRST WEBINAR WAS ABOUT PROTOCOL. SO WE TALKED -- EACH OF THESE WERE SEPARATE WEBINARS WHICH EACH OF THE EXPERT GROUPS AND PEOPLE ARE INVITED TO ATTEND OTHER PEOPLE'S WEBINARS THEY WANTED TO BUT WE WANTED THIS EM THERE FOR THEIR EXPERT GROUPS AND DISCUSSED THE DEMOGRAPHICS OF THE SAMPLE, TALKED RECRUITMENT, INCLUSION AND EXCLUSION CRITERIA. A LOT OF TALK ABOUT TECHNICAL SPECIFICATIONS OF VIDEO, ALL THE OTHER STUFF LIKE WHAT DO YOU HAVE TO BE ABLE TO SEE ON VIDEO TO DO SCIENCE WITH? WHAT DO YOU WANT TO HEAR ON VIDEO FOR THIS TO BE SOMETHING TO REUSE. WE TALKED ABOUT ADDITIONAL DATA. DIFFERENT KINDS OF QUESTIONNAIRES AND OTHER KINDS OF METADATA AND OTHER KINDS OF THINGS TAGGED ON TO THE EVERY DAY FREAK PLAY. AND CATHY IS GOING TO DESCRIBE FOR YOU THE OUTCOME, CONTENT AND OUTCOME OF THESE DISCUSSIONS IN DETAIL. IN THE NEXT PRESENTATION SO I THINK -- LUNCH? WE'RE GOING TO STOP, WE'LL HAVE A DISCUSSION, LUNCH, THEN CATHY WILL COME AND TALK ABOUT HOW WE ACTUALLY ENDED UP WITH THE PROTOCOL AND WHAT EACH OF THE EXPERT GROUPS CAME UP WITH. THEN THE SECOND WEBINAR WAS ABOUT THE FOUNDATIONAL CODING PASSES. SO WE SPENT A LOT OF TIME HASHING OUT WITH THE OBJECT GROUP AND LANGUAGE GROUP AND LOCOMOTION GROUP WHAT WOULD THEY WANT AND WHAT WOULD BE -- WHAT IS A FOUNDATIONAL CODING PASS? WHAT IS FOUNDATIONAL CODING PASS? THIS IS SOMETHING THAT SHOULD BE INFORMATIVE AND REALLY RICH AND INFORMATIVE ALL ITS OWN ESPECIALLY TO A NON-EXPERT. SO I CAN TELL YOU ME AND OTHERS WE DON'T KNOW LIKE I DON'T REALLY KNOW WHAT IS A AMORPHING, I DON'T KNOW WHAT AMORPHOMIZING A -- I DON'T KNOW WHAT WORD CLASS OR ARGUMENT STRUCTURES WHATEVER. BUT I WOULD KNOW HOW TO READ A TRANSCRIPT, ENGLISH OR SPANISH PANNED MAKE SOMETHING OF THAT. AND I WOULD KNOW SOMETHING ABOUT THE FUNCTION OF AN UTTERANCE, IS THE PERSON ASKING A QUESTION OR DOING A PROHIBITION OR GIVING INFORMATIONAL STATEMENTS. SORRY. FOUNDATIONAL CODING PASS IS NOT MEANT TO BEE, IT'S MEANT TO BE SOMETHING VALUABLE ALL ON ITS OWN ESPECIALLY TO NON-EXPERTS. IT'S DESIGNED STRATEGICALLY SO YOU ARE CARTING UP THE VIDEO TO FACILITATE SUBSEQUENT CODING AND ANALYSES. SO THAT YOU'RE GETTING RID OF THE FIRST STEP SO THAT SUBSEQUENT CODING PASSES BY PEOPLE WHO HAVE REAL DEEP EXPERTISE OR HAVE REAL INTEREST IN THAT AREA, CAN GO BACK AND AMORPHOMIZE THE TRANSCRIPT OR WHATEVER YOU WANT TO DO. IT WILL MAKE IT EASIER FOR YOU. IT SHOULD BE SOMETHING TO TRAIN, SO THAT CANNOT MEAN A CODE THAT REQUIRES WEEKS OR MONTHS OF PRACTICE. SO THAT YOU CAN GET RELIABLE AND FOLLOW OUR THREE TO ONE RULE OF THUMB. SO YOU SHOULD BE ABLE TO CODE EVERYTHING THAT THE EXPERT GROUP WANTS TO CODE IN THAT FOUNDATIONAL CODING PASS. COSTING NO MORE THAN 3 HOURS OF CODING PER ONE HOUR OF VIDEO. LANGUAGE TRANSCRIPTION, THAT'S THE HARDEST THORNIEST PROBLEM, WE WILL TELL YOU HOW WE THOUGHT AND WHAT WE CAME UP WITH AS A SOLUTION LATER IN THE CODING SECTION. [APPLAUSE] IN THE CLOSING SECTION, I'D LIKE TO HIGHLIGHT INNOVATIONS IN THE PROCESS, AND IN THE DOCUMENTATION OF THE PROJECT TO SHOW YOU HOW THE INNOVATIONS FOR THIS SPECIFIC PROJECT CAN ADVANCE DEVELOPMENTAL AND BEHAVIORAL SCIENCE MORE BROADLY. OKAY. SO LET'S START. WHAT ARE WE DOING? WE'RE GOING TO BE DOING A TWO-HOUR HOME VISIT WITH ABOUT AN HOUR ESTIMATED TRAVEL TIME. THERE WILL BE ONLY ONE EXPERIMENTER TO TRAIN FOR COLLECTING DATA ON THIS HOME VISIT. WE'LL HAVE PORTABLE, EASY TO USE MATERIALS. ONE HANDHELD VIDEO CAMERA VIEW, AND OUR RATIONALE FOR ALL OF THESE IS TO STICK TO THE MANDATE THAT KAREN OUTLINED PREVIOUSLY OF MINIMIZING THE COST BURDEN TO INDIVIDUAL LABS TO ENSURE CARRYTHROUGH ON THIS PROJECT. WE CONSIDERED LOTS OF OTHER THINGS AND LOTS OF POSSIBILITIES THAT FOR VARIOUS REASONS WE THOUGHT MIGHT HAVE POSED CONSTRAINTS OF DIFFERENT KINDS. WHAT ABOUT MULTIPLE CAMERAS THAT WOULD ACTUALLY FANTASTIC, WE AGREE, BUT THIS WOULD BEGIN TO REQUIRE MORE THAN ONE EXPERIMENTER, WHAT ABOUT HEAD CAMERAS, MAPPING THOSE ON INFANTS, RUNNING AROUND, THAT MIGHT BE A LITTLE TOUGH AND THAT POSED AN ISSUE. WE DISCUSSED GOPROS, AN EXPERIMENT, THEY COULD HAVE A CAMERA ON THEIR HEAD OR CHEST SO THEY COULD SEE EVERYTHING, BUT THAT WOULD NOT ENSURE THAT BABY IS ALWAYS IN VIEW. WE THOUGHT ABOUT TRIPOD AND NANNY CAMS AND WE REALLY DECIDED THAT THESE FIXED CAMERA VIEWS AND ANGLES WOULD BE VERY DIFFICULT TO KEEP THE DATA VIEW THAT WE WANT, THE BABY, AS THE BABY IS KIND OF RUNNING THROUGH ROOMS, YOU'LL SEE MORE VIDEO CLIPS OF WHY WE MADE THE DECISIONS WE DID. THEN WE TALKED ABOUT LENA, AND THAT WOULD ENTAIL ANOTHER LEVEL OF EXPERTISE, DATA PROCESSING, POTENTIAL TRANSCRIPTION. WE ALSO TALKED ABOUT ALTERNATIVE TECHNOLOGIES, MAYBE GATE CARPETS TO LOOK AT WALKING AND CRAWLING PROFICIENCY, BUT THAT AGAIN WOULD HAVE ADDITIONAL TRAINING, AND THEN THERE ARE TRANSPORT ISSUES WITH ALL OF THESE EXTRA DATA POSSIBILITIES. OKAY. RECRUITMENT. WHAT ARE WE DOING AND WHY? KAREN EXPLAINED WE'VE DECIDED UPON 30 FAMILIES PER SITE, THAT'S FOR GATHERING DATA ACROSS THREE AGE GROUPS, 12, 18, 24 MONTHS PLU OR MINUS A WEEK, 10 INFANTS PER AGE, CROSS-SECTIONAL TO REDUCE ATTRITION. OUR RATIONALE, AGAIN, I JUST WANT TO UNDERSCORE, WE REALLY WANTED TO KEEP TO THE MINIMIZATION OF BURDEN AND COST TO INDIVIDUAL LABS. ANOTHER POINT THAT WE WANT TO UNDERSCORE AND WE TALKED ABOUT THIS IN MANY OF OUR CONVERSATIONS IS PLAY IS ONLY THE CORE SAMPLE GUIDE, LIKE WE COULD ADD DIFFERENT AGES, WE COULD ADD DIFFERENT FAMILY STRUCTURE, WE COULD KEEP ADDING OTHER KINDS OF PARTICIPANTS TO OUR EXAMPLE THROUGH AUGMENTING WITH LITTLE GRANTS THAT YOU MIGHT WANT, YOU MIGHT WANT TO WORK ACROSS MULTIPLE SITES AND ADD TO IT. SO THIS IS JUST A SPRINGBOARD FOR FURTHER WORK. THIS IS STEP ONE. WE FELT AGAIN THAT 30 PER LAB IS EVEN SUFFICIENT FOR A STANDALONE STUDY, AND THE 12 TO 24 MONTHS CAPTURES CRITICAL TRANSITIONS ACROSS DOMAINS AND ACROSS THE EXPERTISE OF THOSE IN OUR DIFFERENT LAUNCH GROUPS. SO WE CONSIDERED LOTS OF OTHER AGES. FOR EXAMPLE, GOING YOUNGER FOR OBJECT MANIPULATION, LOTS OF EXCITING STUFF HAPPENS IN THE HOMES OF SIX MONTH OLDS, NINE MONTH OLDS AND SO FORTH, BUT WE COMMUNICATED AGAIN THAT INDIVIDUAL LABS COULD AUGMENT ON THESE AGES OR EVEN FIND POOLS OF OTHER SITES WHO WOULD BE INTERESTED IN ADDING ADDITIONAL AGES OR THERE COULD BE AGES ADDED LATER. WE'RE JUST GOING TO STICK FOR THE MOMENT TO THESE AGES WE'VE DESCRIBED. WE CONSIDERED LARGER SAMPLES AT SITES AND LARGER SAMPLES OVERALL. THE POINT WAS RAISED THAT HALF OF THE 12 MONTH OLDS WILL BE WALKING, HALF WOULD BE CRAWLING, BUT WE CALCULATED THAT THERE'S STILL SUFFICIENT POWER TO EXAMINE DIFFERENT EXPERIENCES BY THE WALK/CRAWL DIFFERENCE, SO WE'RE FINE ON 150 AND 150 IN THAT SAMPLE. MANY PEOPLE DESCRIBED THE POSSIBILITY OF LONGITUDINAL SAMPLING. IF YOU WANT TO FOLLOW UP, FOLLOW UP, GUYS. BUT WE THINK WE'RE NOT GOING TO HAVE THAT AS SOMETHING WE REQUIRE INTO THE CORE PLAY PROJECT. THESE WOULD START TO BE HUGELY BURDENSOME, COLLECTION AND CODING, AND AGAIN, WE'RE STICKING WITH OUR RULE OF THUMB FOR MAN ANLABILITY AN -- MANAGEABILITY, AND AS LAURA STATED, IT IS A FIRST IMPORTANT STEP THAT WE WILL BUILD UPON FOR FUTURE RESEARCH QUESTIONS. >> SAMPLING AND WHY. I'M SURE DURING DISCUSSION PEOPLE WILL RAISE ADDITIONAL POINTS. WE'RE GOING TO BE GOING WITHIN FAMILIES THAT RESIDE WITHIN 30 MINUTES TRAVEL TIME TO LAB, RURAL, URBAN, SUBURBAN CONTEXT IN WHICH INFANTS ARE GROWING AND DEVELOPING. WE FINALLY DECIDED UPON -- THERE WERE SOME EXECUTIVE DECISIONS THAT CAME OUT OF CONVERSATIONS. THESE WILL BE TWO-PARENT MOTHER/FATHER HOUSEHOLDS, EITHER OR BOTH PRIMARY CAREGIVER. WE WILL INCLUDE ENGLISH AND SPANISH, MONO AND BILINGUAL FAMILIES. WE WILL STICK TO FIRST BORN TERM HEALTHY BABIES. NO TEEN MOMS AND WE WILL PERMIT FOR RANGE IN SES, EDUCATION INCOME AND SO FORTH, LOTS OF VARIABILITY THERE. BORN 1 18 YEARS OF AGE OR YOUNGER, BUT THANK YOU, WE COULD DECIDE WHETHER THAT SHOULD BE 20 OR 21. [INAUDIBLE QUESTION] >> NO, NOT AT ALL. WE ARE PERMITTING DAYCARE, ABSOLUTELY. YES? >> INAUDIBLE QUESTION] >> EITHER WHAT WE'RE DOING OR -- WE WANT TO RETAIN SOME CONSISTENCY ACROSS THE ENORMOUS HETEROGENEITY WE'RE GOING TO HAVE. I'M GOING TO TALK ABOUT THE OTHER FAMILY STRUCTURES WE CONSIDERED AND WHY. THERE WAS LOTS OF DISCUSSION AROUND SAMPLING. DIFFERENT FAMILY STRUCTURES WERE CONSIDERED INCLUDING SAME SEX PARENTS. AT FIRST WE DID CONSIDER ENGLISH SPEAKING ONLY FAMILIES, BUT THEN THERE WAS A LOT OF DISCUSSION ABOUT THE IMPORTAN IMPORTANCE OF SPEAKING SPANISH OR WE MIGHT LOSE A LOT OF FAMILIES AT SPECIFIC SITES AND WE DIDN'T WANT THAT TO HAPPEN, AND ALSO BY INCLUDING SPANISH FAMILIES, WE CAN EXPAND AROUND DIVERSITY AND SES, WE COULD LOOK AT A LOT OF NEAT QUESTIONS AROUND BILINGUAL LANGUAGE DEVELOPMENT IF SOME PEOPLE CHOOSE TO DO SON AND SO FORTH. BUT BEYOND SPANISH LANGUAGE, THE IDEAS CAME UP FOR MANDARIN OR CANTONESE, KOREAN, THES WOULD BEGIN TO INCREASE THE COSTS OF TRAN SCREUBING, CODING, TRAINING, SO FORTH, SO IT STARTS TO BE QUITE DIFFICULT TO THEN PARSE YOUR SAMPLE TO EACH -- EVEN SMALLER SUBGROUPS. WE DID CONSIDER ALL BIRTH ORDERS. LULU, BUT THAT WOULD HAVE IMPLICATIONS FOR VIDEO RECORDING AS WELL, SO DO WE FIND BABYSITTERS? SOMEONE TO COME WITH US, OR DO WE INCLUDE THE SIBS IN THE VIDEOS? DO WE THEN TRANSCRIBE WHEN SIPS VERSUS DAD OR MOM OR OTHER PEOPLE ARE TALKING, IT STARTS TO CHANGE THE COMPLEXITIES OF THE STUDY. AND AGAIN, ALL OF THESE, WE CAN DISCUSS FURTHER. SO WE THEN TALKED ABOUT ALL CAREGIVERS HAVING MOTHER THERE, FATHER THERE, WHAT ABOUT NANNIES OR BABYSITTERS, CAN WE DO THE HOME VISITS WHEN THEY'RE THERE? WE DECIDED NO. THAT THAT WOULD AGAIN INCREASE HUGE VARIABILITY. I THINK I SEE A HAND UP. >> WHEN YOU SAY FIRST BORN, DO YO YOU THINK THEY COULD BE AN ONLY CHILD? >> WE DID NO RESTRICTIONS BEYOND FIRST BORN. >> SO THEY COULD STILL BE -- >> YEP. WE COULD DISCUSS THAT. WE KIND OF DID THE FIRST BORN. ONLY MOTHER AND INFANT AT HOME VISIT, AGAIN YOU'RE NOT TRANSCRIBING MULTIPLE INPUTS. THERE WILL BE A TWO-HOUR VISIT, IN TOTAL WE'RE GOING FOR ABOUT TWO HOURS, BETWEEN MEALS AND NAPS. NATURAL FREE PLAY WOULD BE ONE HOUR, THE NATURALISTIC FREE PLAY WOULD BE ONE HOUR, SNACKS CAN BE INCLUDED IN THAT VIDEO, AND ABOUT ANOTHER ADDITIONAL HOUR WILL BE SPENT FOR EVERYTHING ELSE WE'RE DOING IN THE HOME, INCLUDING -- AND I'LL DESCRIBE THIS IN A MOMENT -- THREE MINUTE SESSIONS OF SOLITARY PLAY, THREE MINUTES OF DIATIC PLAY WITH THE SAME MATERIALS FOR ALL FAMILIES. ALL META DATA, QUESTIONNAIRES, HOUSE MAPS, WHICH I'LL GET TO AND SO FORTH, WILL ALSO BE COLLECTED DURING THAT ADDITIONAL ONE HOUR HOME VISIT TIME. OUR RATIONALE FOR THESE DECISIONS. WE WANT TO MAKE SURE THERE'S SUFFICIENT TIME AND CONSISTENCY IN CAREGIVERS AND TIME IN THE NATURAL SETTING TO PERMIT POWERFUL ANALYSES. WE'RE TRYING TO BALANCE TRADEOFFS BETWEEN HOW MUCH TIME WE SPEND OBSERVING, AND REMEMBER THE BOTTLENECK IS CODING. IF WE DID TWO HOURS IN THE HOME, THINK OF WHAT TRANSCRIBING WOULD BE FOR TWO HOURS FOR TRANSCRIPTION, WE'RE STARTING TO MULTIPLY BY HUGE AMOUNTS AND THEN YOU START TO QUESTION BURDEN ON LABS AND IN THE PROJECT. WE FELT THAT LENGTHY MEALS WOULD LOSE THE OPPORTUNITY PARTICULARLY FOR THE LOCAL MOTOR GROUP TO OBSERVE INFANTS MOVING ABOUT, ACCESSING DIFFERENT ROOMS, DIFFERENT PART OF THE ENVIRONMENT, SO FORTH, THOUGH SNACKS ARE ALLOWED BUT WE DIDN'T WANT TO DO AN HOUR OF A BABY SITTING IN A HIGHCHAIR. SO WE MADE THOSE DECISIONS. WE DID CONSIDER ANYONE WHO RESIDED IN THE HOME AS OKAY TO VIDEO RECORD. MANY OF YOU PROBABLY REMEMBER THOSE DISCUSSIONS. AGAIN, WE DECIDED THIS INTRODUCES MUCH VARIABILITY THAT WOULD NEED TO BE CONSIDERED AN ANALYSES, 900 IS A LOT, IT'S NOT HUGE. YOU START BREAKING BY AGE, BREAKING BY TYPE OF CAREGIVER AND SO FORTH. THEN WHAT YOU'RE DILUTIN DOING IS DILUTING YOUR POWER OF OBJECTS AVAILABLE AND ALL THESE OTHER BEHAVIORS WE'RE LOOKING AT. WE CONSIDERED REDUCING OR EXPANDING VIDEO RECORDING, BUT I DO WANT TO ALSO MENTION THAT OUR PRIOR WORK WE DID INFORMS US THAT ONE HOUR CONTAINS RICH DATA ON ALL THE BEHAVIORS OF INTEREST INTEREST. AND IT'S QUESTIONABLE WHETHER THE BENEFITS YIELDED BEYOND THIS ONE HOUR ARE NECESSARILY THAT GREAT. IT BEGINS TO CUT INTO OTHER REQUIREMENTS OF THESE VISITS THAT BABY BE ALERT, THAT WE STAY INDOORS, THAT WE MINIMIZE SITTING IN A HIGHCHAIR FOR MEALS AND ALSO PARENTS OWN TIME, REMEMBER WE HAVE AN ENTIRE HOUR FOR THE OTHER META DATA. SO WE FELT EXTENDING WOULD HAVE COST REVERBERATIONS FOR TRANSCRIBING AND CODING THAT MAY NOT NECESSARILY YIELD GREATER OR MORE BENEFIT TO US. >> IN MY TALK, I SET PETS ARE PLAY PARTNERS. >> INAUDIBLE QUESTION] >> OH, REALLY. USE YOUR MIC. >> A LOT OF PEOPLE TELL FAMILIES TO PUT THEIR PETS IN ANOTHER ROOM BECAUSE WHEN THEY'RE RECORDING AT HOME BECAUSE PETS CAN GET IN THE WAY. BUT I WOULD SAY PETS ARE INCREDIBLY CENTRAL TO PLAY IN CHILDREN'S EARLY ENVIRONMENTS. >> THAT'S ACTUALLY A GREAT POINT TO MAKE BEYOND, EDWIN WAS JUST LIKE -- SOME OF THE JOY IS WITH THE DOG. >> IT'S THE FIRST THING HE TALKS ABOUT. >> VOCABULARY, RIGHT? EXACTLY. SO YES, PETS ARE ALLOWED. AT THAS THE OTHER PLAY PARTNER. THEN THE LARGE GROUP MEMBERS ADVOCATED INCLUDING BRIEF VIDEOS OF COMMON MATERIALS. EVERY HOME ENVIRONMENT IS DIFFERENT, THAT'S GREAT, THAT'S WONDERFUL, THAT'S EXCITING TO LOOK AT. BUT WHAT ABOUT JUST SOME BRIEF EPISODES OR VIDEOS OF COMMON MATERIALS AROUND DIAD AND SOLITARY PLAY THAT COULD BE INCLUDED, SO EVERYONE HAS THE SAME THING WHEN WE'RE DOING THAT, AND WE'LL TALK ABOUT THAT. IN TERMS OF META DATA, ALL META DATA QUESTIONNAIRES WILL BE ADMINISTERED ORALLY, NOT FILLED OUT BY MOMS. WE HAVE AN APP WE'VE DEVELOPED WITH QUESTIONNAIRES TO FACILITATE RAPID, ACCURATE AND COMPLETE DATA COLLECTION. WE'RE GOING TO ALSO VIDEO RECORD THE EXPERIMENTER ASKING QUESTIONS WITH THE APP SO WE CAN HAVE ALL COMPLETE DATA FOR EVERYTHING. OUR RATIONALE. WE FELT THAT BY DOING THIS ORALLY, WE HAVE MORE CONTROL OVER MANNER OF ADMINISTRATION. IT'S NOT LIKE MOM PICKS IT UP, PUTS IT DOWN, IT ENSURES THE COMPLETENESS OF DATA COULD CONSISTENCY AND RESPONSES, AND IT ADDRESSES POTENTIAL LIMITATIONS IN MOTHERS' LITERACY . WE DID DISCUSS OTHER WAYS OF GATHERING DATA. SOME PEOPLE RECOMMENDED ADMINISTERING ALL QUESTIONNAIRES ONLINE OR PRIOR TO THE VISIT, SENDING A PACKET OR LEAVING A PACKET WITH MOM AND THEY WOULD MAIL IT BACK. BULBUT THIS WOULD REQUIRE PARENTS PO HAV TO HAVE A COMPUTER, IT WOULD REQUIRE HAVING DIFFERENT LEVELS OF LITERACY WE DID NOT WANT TO MAKE INCLUSIONARY CRITERIA. SO OUR DECISIONS TO INCLUDE A RANGE OF SES AND TO INCLUDE SPANISH-SPEAKING FAMILIES, IT WILL CHALLENGE RELIANCE ON ONLINE ADMINISTRATION OR FILLING OUT FORMS THAT ARE SENT BACK. SO WE WANT COMPLETE DATA AND WE WANT CONSISTENCY. ORAL ADMINISTRATION WILL ENSURE THE CONSISTENCY ACROSS FAMILIES, AND ALSO PROVIDE OPPORTUNITIES TO EXPLAIN ANY QUESTIONS OR WORDS PARENTS DON'T UNDERSTAND, AND THIS HAPPENED. YOU'RE GOING TO SEE A CLIP WHERE THE MOM ACTUALLY ASKS, WHAT DOES THAT MEAN? SO BEYOND DISCUSSIONS ON SAMPLING PROCEDURES AND SO FORTH, WE SPENT A LOT OF TIME WITH LAUNCH GROUP MEMBERS DISCUSSING VIDEO SPECIFICATIONS, WHAT DO WE WANT AND NEED ON VIDEOS, WHAT ARE THE META DATA WE WANT TO GATHER, WHAT QUESTIONS DO WE WANT TO ASK, AND THESE GENERATED A WEALTH OF IDEAS. BUT AS ANY STUDY, IT ALSO REQUIRED SOME TOUGH DECISIONS ABOUT WHAT WOULD BE CRITICAL TO INCLUDE, SO WE THEN TURN TO THE CHALLENGE OF IMPLEMENTING A PROTOCOL THAT REFLECTED THE EXPERTISE AND THE MEASURES RECOMMENDED BY EVERYONE IN THE LAUNCH GROUP, ALL YOU MEMBERS, AND DESIGNING PROCEDURES THAT WOULD MAXIMIZE FIDELITY TO THE PROTOCOL. HOW ARE WE DOING THAT? FIRST, WE PILT BUILT A WIKI TO ORGANIZE THE PROTOCOL. HOPEFULLY SOME OF YOU HAD A CHANCE TO LOOK THROUGH, SCROLL THROUGH OUR WIKI. THE WIKI ORGANIZES ALL ASPECTS OF DATA COLLECTION FROM RECRUITMENT THROUGH SCHEDULING THROUGH EVERY MATERIAL THAT NEEDS TO BE BROUGHT, HOW THINGS ARE SET UP, THE PROCEDURES ARE ALL ON THERE FOR VIDEO AND META DATA. YOU SEE HOW EXPERIMENTERS ASK QUESTIONS AND WHAT THEY TELL MOMS. IT FULLY IS TRANSPARENT ON THE SEQUENCE, WHO'S DOING WHAT, WHEN THEY'RE DOING IT, WHERE THEY'RE DOING IT. SO HERE IS THE WIKI LANDING PAGE. THERE'S A FULL BOX DESCRIPTION OF OUR PROJECT ON THE RIGHT, AND A MENU ON THE LEFT. WE'LL COME BACK TO THE WIKI QUITE A BIT. WE BUILT AN APP FOR META DATA COLLECTION. THE REASON WE ARE DOING DIGITAL COLLECTION IS BECAUSE THIS WILL MINIMIZE INPUT ERRORS. WE CAN COULD BE STRAIN VALUES LIKE MOMS CAN'T BE 700 YEARS OLD OR BABIES CAN'T BE ONE MONTH, SO IT WILL PREVENT ERRORS AND IT WILL ALSO EXREEFN PREVENT INCOMPLETE DATA. SO IF YOU FORGOT TO ASK SOMETHING, MOVE ON IF YOU DIDN'T ASK IT AND FILL IT OUT. THERE'S ALSO THE ABILITY WITH THE APP TO FIX ERRORS AT THE SOURCE LATER. IF THERE WAS A MISTAKE AND YOU HAD TO CHANGE SOMETHING. YOU COULD PROPAGATE THIS THROUGH YOUR ENTIRE WORK FLOW AND THEN YOUR -- OR OTHER EXCEL FILES WILL BE FIXED. AND WE REALIZE WHAT A DIGITAL APP MUST DO. FIRST IT NEEDED TO ALLOW FREEFORM DATA ENTRY, LOTS OF US LIKE TO WRITE NOTES, SCRIBBLES, SKETCHES, JUST LIKE PAPER AND PENCIL, WE REALIZE -- MOMS SAY, WELL, HE DOESN'T THINK DOGGIE BUT -- WHATEVER, SO YOU KIND OF NEED TO JOT THA THAT DOWN. IT SHOULD BE JUST AS FAST AS PAPER AND PENCIL IF NOT FASTER. THE APP HAS TO PRESENT JUST THE RIGHT AMOUNT OF INFORMATION TO THE USER. IT JUST WANT ONE QUESTION A PAGE, A FEW QUESTIONS, AND IT NEEDS TO BE LARGE ENOUGH TO SHARE WITH THE PARENT SO THE PARENT CAN SEE WHAT YOU'RE DOING. WE SIT ALONGSIDE THE PARENT AS YOU'LL SEE IN VIDEO CLIPS AND PARENTS CAN READ ALONG, AND THAT FACILITATES ANSWERING QUESTIONS FOR THOSE WHO WISH TO LOOK OVER OUR SHOULDER. HERE IS A PHOTOOF THE APP AND THE STYLUS, THE EXAMINER HOLDING THE STYLUS. YOU CAN SEE THERE'S THE OPTION TO WRITE IN FREEFORM IN RELATIVELY LARGE OPEN CELLS. AND THEN LET'S MOVE ON TO SCHEDULING THE HOME VISIT, HOW DOES SCHEDULING OCCUR? FIRST AND MOST IMPORTANTLY, IT BEGINS WITH QUESTIONS THAT DETERMINE INTEREST AND ELIGIBILITY, HOME LANGUAGE WITH INFANT TERM, INFANT DISABILITY AND ILLNESS, SO NORT. FORTH. WE WANT TO GET THOSE. AND IMAGINE IF PEOPLE ARE ELIGIBLE, THEN YOU CAN MOVE ON TO SCHEDULING AND MORE DETAILS OF THE STUDY IF THE AGE IS RIGHT AND EVERYTHING ELSE FITS. IN SCHEDULING THE HOME VISITS, MOMS ARE TOLD THAT THEY WILL BE THERE FOR TWO HOURS, WE WANT THE CHILD TO BE ALERT, WE WANT THIS TO BE NORMAL PLAY TIME, WEEKDAYS, WEEKENDS, EITHER ONE IS FINE, AND THEN WE DESCRIBE THE ACTIVITIES THAT WILL BE INCLUDED, WE TELL MOMS, YES, SNACKS ARE OKAY, CHORES, DAILY ROUTINES, GO ABOUT WHATEVER YOU WOULD BE DOING BUT YOU DON'T WANT LENGTHY MEALS, WE DON'T WANT NAPS, WE DON'T WANT YOU GOING OUTSIDE. WE TELL MOM WE'RE GOING TO HAVE QUESTIONS ABOUT THE CHILD'S LANGUAGE, HOME ENVIRONMENT, SKILLS, AND EVERY DAY ROUTINES, AND THAT WE'RE TAKING A VIDEO TOUR OF THEIR HOME, WHICH IS EXCITING AND I'LL SHOW YOU IN A MOMENT. MOST CRITICALLY WE TELL MOTHERS, WE MAKE SURE MOTHERS REALIZE, WE WANT THEM TO SHARE THEIR DATA. WE DON'T WANT 30 FAMILIES IN SIGHT X TO BE DONE BUT NONE OF THEM ARE SHAREABLE. RIGHT? SO BE PART OF THAT 900 MEANS IT'S SHAREABLE. SO HERE IS THE WIKI PAGE THAT DESCRIBES THE DATA COLLECTION PROTOCOL WITH INSTRUCTIONS ON SCHEDULING HOME VISIT WITH MOTHER. SCROLL DOWN TO WHERE THE HOME VISIT IS, AND YOU CAN SEE THIS IN THE WIKI YOURSELVES, CLICK ON SCHEDULING. AT THE END OF THE VISIT, WE WILL ASK QUESTIONS ABOUT YOUR FAMILIES, YOUR HOMES, SKILLS AND ROUTINES. WE WILL ALSO ASK YOU TO TAKE US THROUGH YOUR HOME AS WE DO A VIDEO TOUR CAPTURING THE PLACES LILI GETS TO BE THROUGHOUT THE DAY AND THE THINGS THAT SHE PLAYS WITH. THE STUDY WILL TAKE ABOUT TWO HOURS. YOU WILL RECEIVE A SOUVENIR FOR YOUR PARTICIPATION. WE WILL SCHEDULE A DAY AND TIME THAT'S CONVENIENT FOR YOU, AND WHILE LILI IS USUALLY AWAKE AND NOT DURING A TYPICAL MEAL TIME. THE DATA COLLECTED IN THE STUDY ARE VALUABLE, AND ONLY AVAILABLE TO RESEARCHERS. THE PURPOSE IS TO SHARE THE DATA WITH EXPERTS IN THE FIELD SO SCIENTISTS CAN LEARN MORE ABOUT IP FANABOUT INFANT DEVELOPMENT. ARE YOU INTERESTED IN PARTICIPATING? GREAT, LET'S SCHEDULE A VISIT. >> YES, LETTI? >> WHAT IS THE PROTOCOL OF YOUR -- ONE OF THE PROTOCOLS OF YOUR UNIVERSITY OR LAB IS TO SEND OUT EMAILS FIRST. SO IS THERE SOME DEVIATION ALLOWED HERE WHERE WE FIRST SEND OUT AN EMAIL, MAKE SURE THERE'S SOMEBODY THERE, THEN SAY WE'RE GOING TO CALL YOU? >> WE ARE ABSOLUTELY -- SITES HAVE THE AUTONOMY TO FOLLOW THE PROCEDURES THEY DO AT THEIR SITE. IF THAT'S WHAT YOU DO AND THAT'S HOW YOU GET YOUR 30 FAMILIES, ABSOLUTELY. WE WOULD ASK THAT EVERYONE STICK TO THE SCRIPT, HOWEVER, IN EXPLAINING THE STUDY IN THE SAME MANNER WHEN YOU GOT TO THAT POINT. LISA. >> SO WHAT ABOUT THE SCREENING QUESTIONS FOR ELIGIBILITY? THAT DOESN'T HAPPEN ON THAT FIRST -- >> YES, IT DOES. WE DID A CLIPPED VERSION. >> OKAY. >> SO WE'RE GOING TO PUT ALL THE SCREENING IN AND WE DIDN'T WANT TO SIT THROUGH ALL THE SCREENINGS JUST FOR PURPOSE OF PRESENTATION. THANK YOU, LISA. WE WILL SCREEN FOR ALL OF THOSE MEASURES. >> I WAS WONDERING, IS IT POSSIBLE, DID WE THINK ABOUT PUTTING TOGETHER SOME KIND OF INFORMATION, WEBPAGE THAT WE COULD DIRECT PARENTS TO WHO WOULD BE POTENTIAL PARTICIPANTS SO WE CAN GIVE THEM A URL IN OUR ROW KREUTMENT PROCEDURES WHERE THEY COULD READ ABOUT THE PROJECT, AT LEAST THE PARTS RELEVANT TO THEM, AND THAT'S KIND OF STANDARDIZED ACROSS SITES AS WELL? >> ACTUALLY IT'S A GREAT POINT, AND WE ARE GOING TO TALK ABOUT THE WIKI AND THE FACT WE'LL HAVE A WIKI PIECE THAT'S PUBLIC ACCESS, THERE CAN BE PLACES WE SET UP SO PARENTS CAN GO TO OUR WEBPAGE AND SEE THE PLAY PROJECT. THEY'RE NOT GOING TO SEE EITHER THE VARIABLES WE'RE CODING ON. WE COULD SET UP ASPECTS OR COMPONENTS OF THE WIKI TO BE PUBLIC AND THOSE WOULD BE JUST AMONG OUR LAUNCH GROUP MEMBERS, THAT WOULD BE GREAT. >> THERE'S A REMOTE QUESTION ABOUT WHAT ABOUT FIRST BORN TWINS, HOW ARE TWINS DEALT WITH? >> I DON'T KNOW. I DON'T THINK WE'RE GOING TO HAVE TWINS. THE FIRST ONE OUT COUNTS. I DON'T THINK SO. >> I HAVE A QUESTION ABOUT THE OUTDOOR. WHAT COUNTS AS OUTDOOR? I IMAGINE WE'RE NOT -- WE ARE FILMING WHEN THEY'RE PLAYING IN THE PARK. WHAT ABOUT THEY JUST STEP OUT TO THE PATIO OR BALCONY? >> THAT'S A GREAT QUESTION. WE JUST MEANT YOU DON'T PUT YOUR CHILD IN A STROLLER AND REQUEST SHOPPING GO SHOPPING. IN FACT, SOME OF THE GREAT VIDEOS HAD EDWIN GOING OUTSIDE TO PLAY AND SO FORTH, AND I ALSO DO WANT TO SAY THAT YOU THINK YOU'RE OFF THE HOOK AFTER THIS MEETING IS OVER, NONE OF YOU ARE. WE'RE GOING TO MOVE FORWARD AND BE SOLIDIFYING AND GETTING -- SO I THINK WHEN THERE ARE THOSE SORT OF QUESTIONS, WE'RE GOING TO AS A GROUP SAY YES, THIS IS GOOD, NO, THIS ISN'T GOOD, RIGHT? SO WE'RE DOING THE BEST WE COULD WITH THESE DECISIONS. >> LISA, UC DAVIS. SO I COMPLETELY UNDERSTAND ABOUT THE CONSISTENCY IN THE PHONE CALL. I HAPPEN TO BE, AS KAREN WELL KNOWS, I DEAL WITH A VERY DIFFICULT IRB WHO IS GOING TO TELL ME THAT I CAN OR CANNOT SAY THINGS OR I HAVE TO SAY THINGS IN A PARTICULAR WAY. THEY ARE GOING TO EDIT -- I CAN'T SAY WITH 100% CERTAINTY BUT I THINK THERE IS A GOOD CHANCE THAT THEY WILL WANT TO MAKE CHANGES TO IT, SO I JUST THINK THAT'S AN IMPORTANT THING TO KIND OF BE THINKING ABOUT. THE OTHER THING I WANT TO JUST SAY IS, AND I KNOW MY IRB WOULD BE MUCH HAPPIER INSTEAD OF THE SORT OF GENERIC OH, YOUR DATA ARE GOING TO BE SHARED, I THINK IT COULD BE A REALLY GOOD THING IN THE RECRUITMENT TO SAY THIS IS A PROJECT THAT IS HAPPENING ACROSS THE COUNTRY AND THAT IN ORDER FOR IT TO WORK, THE DATA HAVE TO BE -- OR WHATEVER, THAT I THINK -- >> THE VALUE. >> EXACTLY. AND EVEN AT THE BEGINNING IN THE RECRUITMENT CALL SO WE DON'T SHOW UP AT SOMEBODY'S HOUSE AND THEY SAY, OH, NEVER MIND, I'M NOT GOING TO DO THAT. >> I DO WANT TO ALSO SAY, I WANT EVERYONE TO KNOW WE'RE TAKING THOROUGH NOTES TODAY, RIGHT? AND THESE ARE INCREDIBLY VALUABLE, AND WE WILL INCORPORATE ALL OF THIS INTO REVISION OF IT. >> I THINK YOUR IDEA IS BETTER. >> WHAT YOU'LL SEE IS, THIS IS DOABLE, AND OF COURSE IT CAN GET BETTER, WE WANT TO PUBLISH IT, GET -- POLISH IT AND GET IT BETTER AND BETTER BEFORE WE GET IT REAL, SO YEAH, ABSOLUTELY. >> THIS IS SHOWCASE ONE. STAY TUNED FOR SHOWCASE 10. [LAUGHTER] BUT WE WILL IMPROVE BASED ON YOUR INPUT. I'M GOING TO TAKE ANOTHER QUESTION, I KNOW YOU GUYS ARE GOING TO HAVE -- WE HAVE SUCH GOOD STUFF TO SHOW YOU. >> RACHEL? >> RACHEL, GEORGETOWN. MY QUESTION IS AROUND THE VIDEO WALK-THROUGH, YOU MIGHT BE COMING TO THIS. >> WE'RE GETTING THERE. >> STILL ABOUT THE FIRST BORN, WHAT ABOUT FAMILIES THAT HAVE ONLY ONE CHILD AT HOME AND STHEN THE OTHERS ARE EITHER ADULTS OR IN-SCHOOL CHILDREN? >> NO. >> OKAY. >> WE CAN HAVE MORE DISCUSSION AFTERWARDS, BUT I THINK MARK BORNSTEIN REALLY ELOQUENTLY EXPLAINED, YOU'RE GETTING SO MUCH HETEROGENEITY ALREADY. THIS IS NOT A LAB WHERE EVERYONE GETS THE SAME MATERIALS AND SITS THERE. THE MINUTE YOU START INTRODUCING SO MANY PARAMETERS OF NOISE, I DON'T WANT TO CALL IT NOISE, ALL THESE OTHER VARIABLES, THAT MEANS IT HAS TO BE CONSIDERED IN ANAL SEIZE, SO WE WANT TO BE CAREFUL NOT TO INTRODUCE EVERY LEVEL OF HETEROGENEITY INTO THIS. SO LET ME MOVE ON BECAUSE I HAVE A LOT OF EXCITING STUFF TO SHOW YOU THAT WE'VE PULLED TOGETHER. SO WE HAVE -- AT THE CONFIRMATION PHONE CALL, WE FEEL IT'S IMPORTANT TO GATHER SOME BASIC DEMOGRAPHIC INFORMATION, NOT TO WAIT TO PUT EVERYTHING INTO THAT HOME VISIT, RIGHT? YOU CAN ASK THINGS LIKE MOTHER AND FATHER'S AGE, EDUCATION, EMPLOYMENT, INFANT SLEEP SCHEDULE, WE HAVE A COUPLE SIMPLE QUESTIONS THAT WILL BE ASKED FOR ABOUT AN EIGHT-MINUTE PHONE CALL BEFORE THE VISIT. THIS IS THE CONFIRMATION THE DAY BEFORE AND THERE WILL BE AGAIN THE REMINDER ABOUT DATA SHARING AND AS LISA SAID, AND HOW WONDERFUL THIS PROJECT AROUND THE UNITED STATES IS, THANK YOU FOR BEING PART OF THIS LARGE EFFORT. SO HERE'S THE VIDEO FROM THE WIKI AT THE CONFIRMATION CALL, AND YOU'RE GOING TO SEE THE OPENING INTRODUCTION, A FEW EXCERPTS OF QUESTIONS TO MOTHER AND THE USE OF THE STYLUS TO MARK INFORMATION ON THE APP. >> HI, ROSE? HI. HOW ARE YOU? GREAT. GREAT TO HERE. I'M CALLING TO CONFIRM YOUR APPOINTMENT FOR TOMORROW AT 10:00 A.M. DOES THAT STILL WORK FOR YOU? GREAT. I WAS ALSO WONDERING IF RIGHT NOW IS A GOOD TIME TO DO A BRIEF PHONE CALL QUESTIONNAIRE. IT WILL ONLY TAKE 10 MINUTES OF YOUR TIME. GREAT. AND ABOUT HOW MANY HOURS PER WEEK DOES SHE SPEND WITH -- HOW MANY OTHER CHILDREN ARE CARED FOR AT THE SAME TIME? >> YOU BET THE IDEA, RIGHT? MATERIALS TO BRING ARE ALSO REPRESENTED ON THE APP, THEY ALL CAN BE CARRIED IN ONE DUFFLE BAG BY ONE EXPERIMENTER. THIS INCLUDES THE RECORDING EQUIPMENT, THE APP, BACKUP PAPER COPIES, WE NEVER RELY ON -- WE DON'T WANT THINGS BREAKING DOWN, CONSENT, PERMISSION FORM, PLAY MATERIALS AND PARTICIPANT PAYMENT. YOU'LL LOOK AT THE APP AND YOU'LL SEE THE LIST OF MATERIALS THERE AND THERE ARE PICTURES. THIS HELPS WITH VISIT PREP, RIGHT? SO THERE WE HAVE THE DECIBEL METER WHICH I'LL TALK ABOUT AND THE NESTING CUPS AND SHAPE SORTER, WE BRING A YOGA MAP AND ALL THE MATERIALS. SO LET'S TALK ABOUT THIS DECIBEL METER, SOMETHING I TOTALLY LOVE. A DECIBEL METER IS INCLUDED IN THE VISIT MATERIALS AND PROTOCOL, THANK YOU, GARY EVANS FROM OUR ENVIRONMENT GROUP TO SUGGESTED THIS GREAT IDEA. THIS APP PICKS UP AMBIENT NOISE AND CHAOS IN THE HOME ENVIRONMENT WHICH CAN HAVE IMPLICATIONS FOR LANGUAGE DEVELOPMENT, SO IT WILL PICK UP TV, MUSIC IN THE BACKGROUND, OUTDOOR NOISE. SO IF YOU LIVED AT NYU NOW, KAREN AND I CAN TELL YOU, THEY ARE BUILDING ANOTHER -- LIKE TAKING A BUILDING DOWN NEXT TO OUR APARTMENTS, AND ALL YOU HEAR ARE JACKHAMMERS ALL DAY OUTSIDE. IN FACT, WE REALLY WONDER HOW BABIES BEING BORN NOW TO NYU PROFESSORS WILL EVER LEARN LANGUAGE IN THIS ENVIRONMENT. SERIOUSLY. LIKE BEFORE AND AFTER THE JACKHAMMER BUILDING. SO THE EXPERIMENTER SHOWS UP, TURNS ON THE APP AT THE BEGINNING OF THE PLAY SESSION, NATURAL PLAY, AND THEN LEAVES IT ON IN THE MAIN ROOM FOR THE DURATION OF THE VISIT. THIS IS A SCREEN SHOT OF THE DECIBEL APP. IT TAKES A TIME SERIES EVENT EVERY TENTH OF A SECOND, CHARACTERIZES THE NOISE AMPLITUDE. AND I'D LIKE TO SHOW YOU A VIDEO THAT HAS HIGH BACKGROUND NOISE. THIS WAS GOING ON THE ENTIRE HOUR. OUR TRANSCRIBERS HAD LIKE SO MUCH FUN, THEY'D REWIND, REWANED, REWIND, I CAN'T UNDERSTAND ANYTHING THE MOTHER IS SAYING, I CAN'T HEAR IT. THAT'S WHY IT STRIK ME, IF YOU DON'T KNOW WHAT SHE'S SAYING, HOW IS THE BABY GOING TO UNDERSTAND WHAT SHE'S SAYING? [MUSIC PLAYING I PLAYING IN BACKGROUND] [INAUDIBLE] >> OKAY. SO YOU GET A SENSE, RIGHT, OF DIFFERENT NOISE ENVIRONMENT. SO LET ME REVIEW NOW SPECIFICATIONS FOR THE VIDEO, THE HOME VIDEO, THE NATURALISTIC PLAY. YOU'RE GOING TO SEE EXCERPTS OF INSTRUCTIONS TO THE MOM AND THESE INSTRUCTIONS, AGAIN, ARE EMPEDDED IN THE WHIC EMBEDDED IN THE WHICH KEY. THERE'S A HANDHELD CAMERA WITH A MOVING EXPERIMENTER. THE CHILD WILL ALWAYS BE IN VIEW. THESE ARE DECISIONS WE MADE AS THE LAUNCH GROUP MEMO WE MEMBERS. WE'LL KEEP THE MOTHER IN VIEW AS MUCH AS WE COULD IF POSSIBLE. NO ZOOMING IN. THE CAMERA QUALITY, WE HAVE VERY HIGH CAMERA QUALITY, IT WILL BE SUFFICIENT TO ALLOW ANY CLOSE-UPS YOU WANT IN DATA VIEW. YOU CAN EXPAND THE SCREEN IF YOU WANT TO JUST LOOK AT THE HANDS OR KAREN WANTS TO LOOK AT THE FEET OR SOMEONE ELSE WITH THE EMOTION GROUP WANTS TO LOOK AT THE FACES AND SO FORTH. THERE WILL BE ONE OUR OF PLAY THAT WILL PROVIDE US THE CORE OF OUR STUDY, AND THERE'S ENORMOUS HETEROGENEITY ACROSS THE ENVIRONMENTS WE'LL SEE IN TERMS OF WHAT CHILDREN WILL BE PLAYING WITH, LAYOUT SPACE, CLOTHES, AND IT IS FASCINATING, FASCINATING TO DISCOVER WHETHER AND HOW ALL OF THESE CONSTRAINTS OR TEUPTS AFFECT LEARNING, DEVELOPMENT, INFANT AND MOTHER BEHAVIORS. IN THE PLAY STUDY, IT'S IMPORTANT TO UNDERSCORE THAT NOISE IS NOT BAD, THESE ARE NOT NUISANCE VARIABILITIES. THE VARIABILITY IS WHAT'S BEAUTIFUL ABOUT THIS STUDY. IT'S A SOURCE OF INCREDIBLY RICH INFORMATION FOR UNDERSTANDING INDIVIDUAL DIFFERENCES AMONG CHILDREN. WE CAN LOOK AT DEVELOPMENTS ACROSS DOMAINS, WE CAN LOOK AT THE RICH INTERLEAVED BEHAVIORS IN INFANT AND MOTHER AND CHANGE. >> IN THIS PART OF THE SESSION, WE WANT TO YOU DISPLAY AND DO WHATEVER YOU WOULD DO IF I WEREN'T HERE. WE'LL DEFINITELY TRY TO STAY OUT OF YOUR WAY. YOU CAN GO ANYWHERE IN YOUR HOME, OR NOT. >> AND I'D LIKE TO SHOW YOU WHAT THIS LOOKS LIKE. I'M PULLING EXCERPTS THAT ARE IN THE WIKI OF CHILDREN OF DIFFERENT AGES. HERE IS A 12 MONTH OLD CRAWLER. FINDING MOM IN THE BEDROOM, DOING A LOT OF BABBLING. YOU'LL NOTICE MOM IMITATES THE BABY'S SOUNDS. SHE PROVIDES HIGH CONTINGENT RESPONSIVENESS TO SOUND AND IF BABY TOUCHES TOYS, AND THEN SHE PROCEEDS TO ENGAGE THE BABY IN PLAY AND LEARNING. >> OH, THANK YOU. CAN I HAVE ONE OF THE CIRCLES? >> HERE'S A 12 MONTH OLD WALKER. YOU'RE GOING TO SEE LOTS OF BABELLING. SHE'S CARRYING A TOY IN THE HAND WHILE WALKING. THIS IS SOMETHING WE SEE A LOT. THESE PEAB BABIES CARRY CONSTANTLY. MOM RESPONDS TO HER, PRESENTS A DOLL FOR PLAY, THE INFANT PRETENDS TO KISS THE DOLL, SHOWING SYMBOLIC PRETENSE. GLB TELL ME. >> TELL ME. >> HERE'S AN 18 MONTH OLD. YOU'RE GOING TO SEE SOME TOOL USE, SOME MODELING, IMITATION, COMMUNICATION, AND THE EMERGENCE OF LITERACY. I'M SURE JEFF LOCKMAN WILL ZOOM IN ON THOSE LITTLE HANDS. THIS IS A 24 MONTH OLD WHO'S RUNNING, CARRYING, NAMING ELMO AND BEGINNING TO STRING SOME WORDS TOGETHER, SO YOU'RE SEEING THE CHANGES IN LOCOMOTION AND LANGUAGE. >> I TAKE THIS, I TAKE THIS. >> ELMO. >> ELMO, YES! WE ALSO HAVE THREE MINUTES OF SOLITARY PLAY WHICH PERMITS CONTINUITY ACROSS SESSIONS AS RECOMMENDED BY THE LAUNCH GROUP MEMBERS, PARTICULARLY THOSE IN THE OBJECT GROUP. WE PRESENT A CONSTANT SET OF MATERIALS ACROSS 900 SESSIONS. THESE ARE NESTING CUPS. IDEAL FOR CAPTURING DEVELOPMENTAL CHANGES IN FINE MOTOR SKILLS AND WE LOVE THESE IN. NESTING CUPS BECAUSE THEY ALSO SHOW CHANGES IN NON-SYMBOLIC TO SYMBOLIC PLAY. SO HERE'S AN EXCERPT OF THE SPARE MEANTER PROVIDING A DESCRIPTION OF THE SOLITARY PLAY SESSION, AGAIN EMBEDDED IN THE WIKI. >> FOR THE FIRST PART, WE'RE GOING TO GIVE THEM A TOY. [INAUDIBLE] >> IT'S NOT EASY DOING WORK WITH BABIES, AS KAREN SAID. HERE'S -- SO WHAT I'D LIKE TO DO IS SHOW YOU SOME EXCERPTS DEVELOPMENTALLY. SO HERE'S A 12 MONTH OLD WHO VIEWS THE NESTING CUPS AND A FANTASTIC OPPORTUNITY TO THROW THEM AROUND AND WHO HAS A LITTLE BIT OF TROUBLE BALANCING WHILE REACHING FOR THE CUPS. AND THEN HERE'S AN 18 MONTH OLD WHO SHOWS A BIT MORE PERSISTENCE AS EXPLORING THE FEATURES OF THE CUPS AND DISPLACE A BRIEF BOUT OF SYMBOLIC PLAY. HERE'S A 24 MONTH OLD, YOU'LL SEE IS NOW NESTING CUPS SOMETIMES WITH FAIRLY ACCURATE SIZE PRECISION, BUT THEN NOT AT OTHERS. LIKE THEN THERE'S NO SIZE PRECISION. IT'S ALL INTRAINDIVIDUAL HETEROGENEITY IN SESSIONS. AND PRETENDING THE CUP HAS WATER AND AQUA, IT'S A BILINGUAL CHILD WHO PRETENDS IN BOTH LANGUAGES. >> WAWA. >> AQUA. >> JUST REAL QUICK, IN THINKING ABOUT HOW ONE MIGHT CODE THE EMOTIONS ON THESE KIDS, THE CAMERA ANGLES WOULD BE REALLY IMPORTANT. I NOTICE THAT THE PERSON TAKING THE VIDEO IS AT DIFFERENT LEVELS DURING THE RECORDINGS. IS THAT CONTROLLED FOR IN ANY WAY AS WELL AS WOULD THAT BE CONSIDERED, FOR EXAMPLE, IN JUST THE HOUR OBSERVATION WHERE WE'D WANT TO STAY AT THE CHILD'S LEVEL AND BE ON THE HANDS AND KNEES OR THINGS LIKE THAT? >> I THINK THAT'S ACTUALLY A GREAT POINT, AND I THINK THERE'S ABSOLUTELY ROOM TO DEFINE PRECISELY CAMERA ANGLES AND HEIGHT FOR DURING THE NESTING CUPS AND MOTHER-CHILD PLAY. I HAVE TO BE HONEST, YOU CAN'T KIND OF SIT DOWN AND CROUCH AND GET BACK UP WHEN YOU'RE FOLLOWING THE CHILD AROUND, SO I THINK THERE'S GOING TO BE MORE OF THE HIGHER DOWN BUT WE SHOULD SPECIFY AND IN SOME OF THEE WE HAD NOT DONE THAT YET. THANK YOU. >> ONE QUICK COMMENT. THERE IS A WAY TO JUST, YOU KNOW, HOLD THE CAMERA LIKE THIS AND TURN -- SO THAT YOU COULD ESSENTIALLY GET LOWER BUT NOT COMPROMISE THE COMFORT OF THE EXPERIMENTER. >> THESE ARE GREAT COMMENTS AND WE'LL GO INTO REFINING MUCH FURTHER THE PROTOCOL. THANK YOU. WE HAVE A STRUCTURED TASK WITH MOM AGAIN TO PROVIDE CONSISTENCY ACROSS 900 SESSIONS OF MOTHER-INFANT INTERACTIONS, THEY'LL PRESENTED WITH A SHAPE SORTER THAT HAS THESE CHALLENGING SHAPES AND MAKES THIS NOISE WHEN YOU DROP THE SHAPE IN THE SHAPE SORTER, HOW THEY KIND OF SUPPORT TURNING AND DIRECTIONALITY AND SPATIAL INPUTS TO THIS, AND MATERNAL RESPONSIVENESS, FRUSTRATION, AND SO FORTH. SO HERE IS A CLIP OF THE INSTRUCTIONS TO MOTHER ABOUT THIS TASK PRESENTED IN THE WIKI. >> [INAUDIBLE] >> SO I'M GOING TO SHOW YOU A CLIP TO SHOW YOU DEVELOPMENTAL CHANGES. AT 12 MONTHS YOU'RE GOING TO SEE THIS MOTHER PROVIDES LOTS OF HANDS-ON GUIDANCE, MOVING ENTIRELY THE CHILD'S HAND TO ALLOW SUCCESS IN PUTTING THE SHAPE IN THE PROPER SHAPE SORTER HOLE. HERE'S AN 18 MONTH OLD WITH MOM OFFERING SOME HANDS ON GUIDANCE AS WELL, BUT NOW THERE'S A MOVEMENT TO A MORE DISTAL FORM OF COMMUNICATION, SHE'S BEGINNING TO USE GESTURE. >> GOOD JOB! >> AND ALSO USING DIFFERENT FORMS OF LANGUAGE TO TELL THE CHILD WHAT TO DO. HERE'S A 24 MONTH OLD OFFERED GUIDANCE THROUGH GESTURES, BUT YOU'LL SEE A LOT OF STILL STRUGGLING. NOT AS GOOD AS THE 18 MONTH OLD. SO WE EXPECT THAT THERE WILL BE WITH ANY GIVEN AGE' NORMS DIFFERENCES AMONG CHILDREN, SO THE AVERAGE 2-YEAR-OLD, 18 MONTH OLD, 24 MONTH OLD, IS NO SINK EL CHILD. YOU WILL ALSO SEE WHERE SHAPES ARE BEING USED WITH LANGUAGE. SOMETHING IMPORTANT TO THE LOCOMOTION GROUP WAS TO SEE WHAT INFANTS WERE WEARING ON THEIR FEET. THIS COULD HAVE POSSIBLE EFFECTS ON LOCOMOTION, BECAUSE OF FOOT GEAR, GROUND SURFACE INTERACTIONS, AND THERE MIGHT ALSO BE GENDER DIFFERENCES IN FOOT GEAR THAT CAN AFFECT WALKING. BECAUSE WE'RE NOT CONTROLLING FOR FOO FOREFOOT FOR FOOT GEAR, WE NEED A CLEAR PICTURE OF WHAT THE CHILD IS WEARING. IF IT'S HARD TO SEE IT, AND WE DON'T WANT PEOPLE ZOOMING IN. SO WE DECIDED TO DO A LITTLE VIDEO RECORD OF WHAT THE CHILD WAS WEARING DURING THE SESSION. I WOULD HAVE TO SAY KAREN AND THE LOCOMOTION CREW WERE THE ONES RESPONSIBLE FOR THIS, AND HERE IS AN ADORABLE FOOT GEAR OF THIS LITTLE SHOT. >> MOM SAYS SHE WEARS THEM ALL THE TIME. >> OKAY. SO THANK YOU TO GARY, EVAN, BOB, BRADLEY, MARK BORNSTEIN,DINA, OUR HOME ENVIRONMENT EXPERTS. WE ARE DOING A VIDEO WALK-THROUGH OF THE HOME AND ROOM MEASUREMENTS WITH A LASER DEVICE. AND THIS PROVIDES OBJECTIVE QUANTIFIABLE INFORMATION ABOUT THE SIZE AND LAYOUTS OF EACH ROOM, THE CONTENT OF EACH ROOM, THE OBJECTS FOR PLAY, THE FLOOR COVERINGS, THE CONDITION OF THE HOME, THE WALLS, THE CEILINGS, THE FLOORS, THE WINDOWS, THE CLUTTER AND THE CHAOS. REMEMBER YOU CAN FREEZE VIDEO AT ANY POINT, COUNT HOW MANY BOOKS ARE ON -- AND SO FORTH, SO IT'S REALLY FANTASTIC WAY TO LOOK AT THE HOME ENVIRONMENT. HERE IS AN EXCERPT OF THE EXPERIMENTER DOING PARTS OF A HOUSE MAP. WE'RE WATCHING AN EXPERIMENTER DOING THIS. THE VIDEO HOUSE MAP ALSO INCLUDES A TOUR, YOU SAW A LITTLE BIT OF BABY'S TOYS AND CLOTHES AND BOOKS AND DVDs AND INFORMATION ABOUT OBJECT ACCESSIBILITY TO INFANTS, FILMING CLOSETS AND ALL OF THAT WAS EVA, KRISTINA, SHERRI, THANK YOU TO THE GENDER GROUP FOR SAYING WE NEED TO LOOK IN CLOSETS TO SEE HOW GENDEROUS CHILDREN ARE, A WINDOW INTO THE GENDER NATURE OF THE HOME ENVIRONMENT. SO HERE'S AN EXAMPLE OF A HOUSE MAP OF A CHILD'S ROOM. NOTICE THE TOYS FOR PLAY, THE QUALITY OF THE WALLS, THE CEILING, THE FLOORS AND OTHER ROOM FEATURES AS WELL AS GENDERED CLOTHING. YOU'RE GOING TO SEE THE EXPERIMENTER TAKING MEASUREMENT OF THE ROOM AND I'D LIKE YOU TO GUESS IF THIS IS A ROOM OF A BOY OR A GIRL. >> HER WALKER HERE, HER CRIB, WHERE HER TOYS ARE. TOYS ON THE FLOOR, MUSIC, PUSH TOY. >> DO YOU MIND SHOWING US HER CLOTHES? JUST OPENING DRAWERS SO WE CAN SEE THEM. GREAT. GREAT. >> LONG SLEEVES. SHORT SLEEVES. >> GREAT. >> HATS, SWEATERS, SWEATSHIRTS, AND PAJAMAS. >> I'M GOING TO MEASURE THIS SPACE. >> LOOK OVER THERE TO SEE HOW THE MEASUREMENT -- IT'S NOT THAT CLEAR HERE. >> SO THE EXPERIMENTER IS HOLDING A LASER AND BEEPING IT, AND IT SHOWS THE MEASUREMENTS -- >> MEASUREMENT OF TARGET CHILD'S BEDROOM ARE -- 10 FEET ZERO INCHES BY 15 FEET 5 INCHES. >> OKAY, ALL RIGHT. >> I HEARD SOMEBODY ELSE FROM THE AUDIENCE COMMENTING ON THIS AS WELL WHICH IS, I'M THINKING ABOUT WHAT MY HOUSE LOOKS LIKE. WHEN THERE AREN'T PEOPLE THERE, THE TOYS ARE SCATTERED ACROSS THE ENTIRE LIVING ROOM, PUSHING INTO THE DINING ROOM. BUT IF I KNOW SOMEBODY IS GOING TO COME INTO MY HOUSE, ALL OF THAT STUFF IS GOING TO GET PUT AWAY. SO ARE WE HAVING ANY -- >> WE SAW CLUTTER BEYOND BELIEF. I MEAN, YOU KNOW, EVERY PLACE YOU WENT -- THIS WAS THE MUSEUM HOME, THIS WAS THE ONE WITH THE PIANO AND SO FORTH, SO -- I AM ABSOLUTELY CONFIDENT PARENTS DO NOT FEEL THIS PRESSURE -- MAYBE THEY FEEL PRESSURE TO CLEAN UP A LITTLE BIT, BUT THAT WOULD JUST UP EVERYONE UP, RIGHT? THAT WOULD BE NOISE VARIABILITY IN ANY ANALYSES. IF THAT'S THE CASE -- >> I DIDN'T MEAN TO INTERRUPT YOU. >> I'M DONE. >> OKAY. AMY FROM VANDERBILT. I FIND THAT KIND OF INTRUSIVE. AND I'M JUST WONDERING -- I MEAN, I UNDERSTAND THE WISH FOR T BUT WHAT DO WE DO IF THE MOM SAYS, HELL, NO, I'M NOT OPENING MY KID' DRAWERS OR OBVIOUSLY THEY'RE UNLIKELY TO SAY THAT, BUT WHAT IF THEY SAY, YOU WANT TO DO WHAT? YOU KNOW, AND THAT JUST SEEMS LIKE AN IFFY -- A DIFFICULT THING TO NEGOTIATE POSSIBLY. >> THAT'S A GREAT QUESTION. I HAVE TO ADMIT I WAS NOT -- JOSH WAS ON THE VISITS, I'M NOT SURE -- WE DID 21 PILOT, SO OUT OF THE 21, DID THEY AGREE, WITH THEY UNCOMFORTABLE? CAN YOU ANSWER THAT? >> THEY ALL WENT FINE FOR THE MOST PART. WE NEVER ASKED THEM SPECIFICALLY TO OPEN DRAWERS, THAT WAS ONE OF THE FEW TIMES, BUT WHEN WE ASKED TO SEE ALL OF THEIR CLOTHES AND EVERYTHING, THEY KIND OF VOLUNTARILY DID IT, AND WE DID ASK FOR CLOSETS. THEY WERE FINE WITH IT. >> BUT I MEAN -- THANK YOU, AMY. WE'RE TAKING NOTES, SOMETHING TO CONSIDER. >> WE'VE DONE HUNDREDS AND HUNDREDS OF HOME WALK-THROUGHS. IF THEY AGREE TO BE IN THE STUDY, THEY AGREE TO DO THE WALK-THROUGH. IN OUR WORK, WE DO NOT OPEN DRAWERS AND CLOSETS SO I CAN'T TALK ABOUT THAT ASPECT OF IT, BUT THE HOME -- AND THE CONCERN ABOUT WHETHER PEOPLE PICK UP OR NOT, SOME OF THESE ARE LONGITUDINAL STUDIES AND IT TENDS TO BE PRETTY CONSISTENT, SO I'M SURE THAT SOME PEOPLE DO THAT BUT I DON'T THINK IT'S -- IT'S NOT AS VARIABLE AS YOU MIGHT THINK I GUESS IS WHAT I'M SAYING. IF PEOPLE ADPREE TO BE IN THE RESEARCH, THEY AGREE TO LET US WALK THROUGH THE HOME AND WE FOCUS ON WE'RE TALKING ABOUT THE ENVIRONMENT FOR CHILDREN, PEOPLE SEEM PRETTY AMENABLE TO IT. >> THANK YOU, GARY. BETTER ANSWERED WHIC BY AN EXPERT THAN BY ME. WE HAVE A FEW MORE. >> I NOTICE -- LISA OAKS. YOU SAID TO MAP ALL THE ROOMS IN THE HOUSE, AND THIS IS GOING TO VARY A LOT, SO I THINK ABOUT WHEN MY CHILD WAS THIS AGE AND WE LIVED IN 2700 SQUARE FEET AND THERE WERE ROOMS IN THE HOUSE THAT SHE NEVER WENT INTO. >> THAT'S A GREAT POINT. >> GO AHEAD. GREAT QUESTION, LISA. >> SO IT'S HARD IN A SENSE BECAUSE WHAT COUNTS AS A ROOM. YOU'VE BEEN IN MY APARTMENT. DO I HAVE A LIVING ROOM, DINING ROOM, KITCHEN OR DO I JUST HAVE ONE NEW YORK CITY SORT OF SPACE THING? IS MY HALLWAY A ROOM OR DOES IT -- SO WE TRIED NOT TO DO ANY OF THAT. WE JUST WALKED THROUGH THE HOME AND THEN AS SHE'S WALKING, SHE'S JUST COMMENTING, GRAY CARPET, CEILING, LIGHTS, WALLS, JUST WALKING THROUGH LIKE THAT AND COMMENTING AND ASKING IS THIS A BATHROOM THAT BRITTANY EVER GOES IN AND THE MOM WOULD SAY NO, SHE'S NEVER ALLOWED IN THIS ROOM ROOM, THERE WAS ONE FAMILY THAT HAD THE LIVE-IN NANNY AND I CAN'T REMEMBER, JOSH, DO YOU REMEMBER -- I THINK THE BABY NEVER WENT IN THOSE SPACES, LIKE THEY WERE PRIVATE TO THE NA TEE, AND SO THEY AGREED WHAT THEY WERE DOING AND THOUGHT IT WAS FIEP. THEY JUST DID THEIR THING. SO WE CHOSE CLIPS TO TRY TO SHOW DEVELOPMENTAL PROGRESSIONS, BUT MOMS WERE DOING LAUNDRY, THEY WERE WASHING DISHES, THEY WERE COOKING. I MEAN, THEY WERE JUST DOING THEIR DAY. >> THANK YOU, ABSOLUTELY. WHILE YOU'RE DOING THE WALKTHROUGH, THE GOOD THING IS THE CAMERA IS ON. DOES LILI PLAY HERE -- SO WE WILL GET THAT. ANOTHER GOOD POINT BECAUSE WE WANT TO MAKE SURE WE DO IT CONSISTENTLY ON THE PROTOCOL AND WRITE THIS IN AND MAKE SURE THAT'S THERE. WE'RE GOING TO TAKE TWO MORE AND THEN WE'LL FINISH UP AND THEN HOPEFULLY THERE WILL BE TIME FOR DISCUSSION. MORE DISCUSSION. >> I HAVE A COUPLE OF QUESTIONS. ONE RELATED TO WHAT WE JUST TALKED ABOUT, WONDER IF IT'S POSSIBLE IN THE PROTOCOL TO SAY SOME KIND OF QUESTION, EACH WITH THE WALKTHROUGH, EVEN IF THEY AGREE, I WOULD HATE TO LOSE THIS FAMILY CONNECTION IF THEY FEEL LIKE I DIDN'T KNOW THAT'S WHAT YOU MEANT. SO WHAT I MEAN BY CUSHION IS MAYBE WE CAN KNOW WHAT'S ABSOLUTELY IMPORTANT INFORMATION THAT WE WANT AND MAYBE SOME OTHER THINGS IF THEY REALLY DON'T FEEL COMFORTABLE AND WE CAN LET GO OF. MY OTHER QUESTION IS KIND OF WAY BACK FOR THE FREE PLAY, HOW ARE WE GOING TO INSTRUCT THE MOTHER? ARE WE GOING TO ASK THEM, WE DON'T WANT YOU TO BE AVAILABLE, WE DON'T WANT YOU TO BE SO DISTRACTED BY THE HOUSE CHORE? A RELATED POINT TO THIS IS MAYBE FOR SOME MOTHERS, THIS KIND OF ONE HOUR FREE PLAY ISN'T SO TYPICAL IN THEIR EVERYDAY LIVES, AND SO I WONDER IF WE WANT TO SPECIFY ON THAT OR MAYBE GETTING SOME AFTER THE FACT INFORMATION ABOUT HOW TYPICAL DO YOU THINK THIS IS IN YOUR BABY'S LIFE. >> THAT WOULD BE A GREAT QUESTION TO ADD TO THE END, JUST TO CLARIFY WE'RE NOT TELLING WE NEED MOMS DURING PLAY, IT'S JUST -- BASICALLY IT'S BABIES IN BETWEEN NAP OR A BIG MEAL AND THEIR SWATHS OF TIME IN THEIR DAY THAT THAT EXISTS. MOTHERS CAN BE ON THE COMPUTER THE WHOLE TIME IF THAT'S NATURAL AND WHAT THEY'RE GOING TO BE DOING, AND WE'RE SEEING A LOT OF THAT, AS KAREN SAID. BUT I DO LIKE THAT, THAT IDEA OF ADDING THAT IN THE END. THE LAST THING I WANT TO SAY TO YOUR FIRST QUESTION, WE'RE GOING TO HOLD THAT. KAREN IS GOING TO TALK ABOUT THE INFRASTRUCTURE PROCESS AND WHERE VIDEOS LAND, AND THERE WILL BE SOME VIDEOS THAT WE CONSIDER COMPLETE QUALITY, THEY GO INTO THE PLAY VOLUME BUT THAT VIDEO MIGHT GO INTO ANOTHER VOLUME, WE COULD TALK ABOUT WHAT HAPPENS WHEN THERE ARE IP COMPLETE INCOMPLETE DATA. I'M GOING TO TRY TO MOVE THROUGH THIS BECAUSE I KNOW WE'RE GETTING A LITTLE TIGHT ON TIME. SO THE FIRST META DATA WE'LL COLLECT, MILESTONES, THE AGE WHEN INFANTS FIRST CRAWLED OR WALKED TO SOME CRITERIA AND DISTANCE. THESE MEASURES OF ONSET AGE ARE CRITICAL IN THE FIELD OF INFANT MOTOR DEVELOPMENT, AND WE WILL BE ABLE TO ESTIMATE CRAWLING AND WALKING ONSETS BASED ON MOTHERS' RETROSPECTIVE REPORTS. BASED ON THESE OP SET AGES, WE CAN ESTIMATE INFANTS -- WALKING AND CRAWLING EXPERIENCE. HOW MANY DAYS SINCE THE ONSET OF WALKING TO THE TEST DATE? BECAUSE THESE ARE RETROSPECTIVE, NOT PR PROSPECTIVE, THE DATA WILL BE VALIDATED THROUGH PHONE BOOK, VIDEOS, CALENDARS, BABY BOOKS. AND CURRENTLY THE CRITERION FOR WALKING, WHAT DEFINES WALKING OR CRAWLING, IS TO GO 3 METERS ACROSS THE ROOM WITHOUT FALLING, AND WITHOUT HOLDING ON FOR ANY SUPPORT. NOW, THIS COULD BE CHANGED, RIGHT? IT'S A CONSERVATIVE ESTIMATE. IT WOULD HAVE TO BE 10 FEET ACROSS THE ROOM WHEN THE MOTHER SAW -- THE FIRST DAY SHE ACTUALLY SAW OR OBSERVED THAT MOVEMENT. FOR WALKERS, WHEN WAS THE FIRST DAY YOU SAW BRITTANY WALK ACROSS THE ROOM, SAY FROM HERE TO THERE, POINTING OUT A DISTANCE, AND THE MOM MIGHT SAY BRITTANY WAS 11 MONTHS OLD WHEN BRITTANY WALKED ACROSS THE ROOM. IF SHE PROVIDES A DATE, WE'LL GO TO AGE, WITH KIND OF FOLLOW-UP QUESTIONS. SO TO THAT, WE WOULD SAY, WELL, ALL THE WAY ACROSS THE ROOM WITHOUT STOPPING OR FALLING, MAYBE THAT WAS THE MIDDLE OF JULY, YOU KNOW, WAS THAT WHEN SHE DID IT? DID YOU SEE HER WALKING ON JULY 4TH? CAN YOU REMEMBER WHERE YOUR FAMILY WAS? OH, YOU'RE RIGHT, ON JULY 4TH, WE WERE AT MY SISTER'S FOR A PICNIC. AND BRITTANY WAS ALREADY TAKING STEPS. AND WE SHOWED MY MOM, I REMEMBER THAT. SO, YOU KNOW, YOU CAN KIND OF PROBE, AND THERE'S -- I'M NOT GOOD AT THIS, KAREN IS MUCH BETTER, I'M TRYING TO BE KAREN BUT I CAN'T. BUT THERE'S A KIND OF SYSTEMATIC WAY OF ASKING THESE QUESTIONS THAT REALLY GENERATES VALID DATA. THEN TO VALIDATE THIS, MOTHERS ARE ASKED IF THEY HAVE A RECORD OF WHAT WAS HAPPENING, MAYBE ON HER CELL PHONE OR IN A BABY BOOK, IN HER CALENDAR, AND MOST PARENTS HAVE SOME RECORD OF THESE MILESTONES, SO THEY MIGHT SAY HERE'S A VIDEO CLIP OF BRITTANY AT MY SISTER'S JULY FOURTH PICNIC TAKING HER FIRST STEPS. AND LOTS OF MOMS KEEP BABY BOOKS, WHERE THEY WRITE DOWN THESE EVENTS. FIRST STEPS, FIRST TOOTH, FIRST SMILE AND SO FORTH. AND WE ACTUALLY TAKE A PHOTOOF THAT BOOK OR A RECORD OF THE VIDEO WHICH GOES STRAIGHT INTO THE APP SO IT CAN PROVIDE VERIFICATION OF THOSE DATES. AND ALSO THE EXPERIMENTER WITH THE FREEFORM OF THE APP CAN WRITE NOTES ON THE APP ABOUT THE DETAILS THAT MIGHT SUPPORT A MEMORY. FOR EXAMPLE, I REMEMBER NOW, RICH WAS SO PROUD THAT BRITTANY WAS WALKING AT 11 MONTHS BECAUSE HE THOUGHT THAT WAS SO EARLY BUT THEN MY SISTER SAID HER DAUGHTER STILL WASN'T WALKING AT 16 MONTHS AND WE GOT SO EMBARRASSED AND SHE WAS AT THE PICNIC, SO THESE KIND OF NOTES CAN BE WRITTEN FREEFORM, AND WE WILL HAVE THAT OPTION. WE NEXT USE THE APP TO GATHER INFORMATION ON INFANTS' LANGUAGE, PRIMARILY VOCABULARY SIZE USING THE MCDI. THE MCDI IS WIDELY USED LANGUAGE INVENTORY THAT PRIMARILY ASKS ABOUT THE SPECIFIC WORDS, CHILDREN UNDERSTAND AND/OR PRODUCE. WE WILL USE THE MCDI FOR FULL FORMS FOR 12 MONTHS MONTGOMERY OLDS AND THERE'S A DIFFERENT FORM FOR 18 AND 24 MONTH OLDS. THE 12 MONTH FORM ASKS ABOUT EXPRESSIVE AND EMERGENT VOCABULARY, THE 18-24 MONTH FORUM ASKS ABOUT EXPRESSIVE VOCABULARY AND EMERGENT GRAMMAR. IF A CHILD SAYS A WORD IN ENGLISH OR SPANISH, THEY DO GET CREDITED, WE DO HAVE GUIDELINES AROUND THIS. WHAT DO WE MEAN WHEN WE SAY DOES YOUR CHILD UNDERSTAND A WORD IF WE'RE ASKING ABOUT RECEPTIVE LANGUAGE OF 12 MONTH OLDS? AND THERE IS A COST FOR EACH FORM OF THE MCDI, WE WILL BE SURE TO PURCHASE ALL PERMISSIONS FOR THE 900 PARTICIPANTS SO THAT THE DATA CAN BE WIDELY SHARED. HERE'S A VIDEO EXCERPT OF A MOM BEING ASKED ABOUT HER 2-YEAR-OLD'S EXPRESSIVE LANGUAGE, AND NOTICE THIS IS REALLY CUTE, AS THE EXPERIMENTER IS CHECKING, DOES YOUR CHILD SAY THE WORD "BAA, SHEEP?" WE HAVE A LITTLE VALIDITY CHECK. YOU'LL HEAR THE CHILD SAYING BAA AND SHEEP IN THE BACKGROUND. >> DOES HE SAY BABA -- >> BABA SHEEP. BABA SHEEP. >> ANY ANIMALS -- >> HE WAS SAYING BABA SHEEP, BABA SHEEP, BABA SHEEP. OKAY. MEDIA TIME, THANK YOU, RACHEL, THE EXPERT ON INFANT MEDIA USE WHO PROVIDED US WITH SOME QUESTIONS ABOUT CHILDREN'S AND PARENTS' USE OF MEDIA, VARIOUS FORMS OF MEDIA. THIS IS HIGHLY RELEVANT TODAY, ESPECIALLY GIVEN HIGH INTEREST AND CONCERN ABOUT THE SOURCES OF TECHNOLOGY AND MEDIA THAT MIGHT PROMOTE OR IMPEDE LEARNING. QUESTIONS INCLUDE OWNERSHIP, FREQUENCY OF USE OF DIFFERENT FORMS, AND THEY ALSO HAVE QUESTIONS ON HOW MUCH TV WATCHING DEPOSE ON, HOW MUCH THE CHILD WATCHES TV, HOW FREQUENTLY TV IS ON IN THE BACKGROUND. AND HERE IS A VIDEO CLIP OF THIS. >> DO YOU HAVE A DVR? >> NO. >> DO YOU HAVE A PERSONAL COMPUTER? >> YES. >> AND THE EMOTION GROUP UNIFORMLY SPOKE ABOUT THE IMPORTANCE OF INCLUDING QUESTIONS ON INFANT TEM PERMT, TTEMPERAMENT TO MAKE THIS OF INTEREST TO THE BROADER EMOTION COMMUNITY. WE INCLUDE THE ROTH BART SHORT FORM QUESTIONNAIRE, AND THIS INCLUSION WILL ENSURE BROAD APPEAL FOR RESEARCHERS IN THE FIELD OF EMOTION AND TEMPERAMENT, AND IT GENERATES SCORES FOR DIFFERENT DIMENSIONS OF TEM PERMT SUCH AS TEMPERAMENT SUCH -- >> WHEN YOU GO TO THE GROCERY STORE, HOW OFTEN DOES YOUR CHILD CLING TO YOU? >> [INAUDIBLE] >> I JUST WANT TO NOTE WHO THINGS. YOU'LL SEE THE MOM IS WATCHING, REALLY WATCHING INTEND TENTHLY AND THINKING INTENTLY ABOUT THESE QUESTIONS. MEMBERS OF THE HOME ENVIRONMENT GROUP OFFERED LOTS OF INFORMATION WE SHOULD GATHER, LIKE TEUPTS AND CONSTRAINTS ON PLAY AND EXPLORATION, WHICH WE'LL GET FROM THE HOUSE MAP, BUT OTHER QUESTIONS ON DISORDER, CHAOS, ORGANIZATION, SAFETY, CLEANLINESS, OF NOTE WE WERE ABLE TO CUT FROM THE LOCKER HOME ENVIRONMENT INVENTORY LOTS OF QUESTIONS BECAUSE THE COVERS A LOT OBJECTIVELY, WIRE, CEILING DAMAGE, SO FORTH. SO AGAIN WE SEE THE POWER OF VIDEO, THE VALUE OF VIDEO. AND HERE IS AN EXAMPLE OF A COUPLE OF QUESTIONS. >> THERE IS VERY LITTLE COMMOTION IN OUR HOME. >> COMMOTION? >> LIKE A LOT GOING ON. >> SO THERE YOU SAW AN EXAMPLE OF WHERE ORAL ADMINISTRATION IS REALLY VALUABLE TO CLARIFY TO A MOM WHO IS SPANISH-SPEAKING. OF COURSE THERE WERE MANY TOUGH DECISIONS TO MAKE AND MANY GREAT SUGGESTIONS THAT COULD NOT BE INCLUDED IN THE FINAL PROTOCOL. EVERY EXPERT GROUP HAD A WISH LIST THAT DEPARTMENT MAKE IT. THERE WERE RECOMMENDATIONS ABOUT ADDITIONAL PLAY SESSIONS, MAYBE WITH ENLY TOYS, THIS THING CALLED A BUMBLE PIG WITH THE EMOTION GROUP, HAPPY TOYS LIKE BUBBLES. SOME PEOPLE SAID MAYBE WE SHOULD BE ZOOMING IN ON THE FACE FOR FAX CODING, OR MAYBE WE SHOULD GET BODY DIMENSIONS BUT WE REALIZED THAT WOULD BE JUST TOO HARD TO TRAIN RESEARCHERS ON. BUT WE DID TRY SUPER HARD TO INCLUDE ALL THE MUST-DOS, TO OPT OPTIMIZE THE APPEAL OF THE PLAY PROTOCOL TO SCIENTISTS FROM A RANGE OF DISCIPLINES. AND WE BELIEVE THAT WE WILL ACHIEVE THIS AIM BECAUSE THE PLAY PROTOCOL, IT MOVES BEYOND WHAT A SINGLE LAB WOULD EVER HAVE BEEN ABLE TO GENERATE IN ISOLATION. AND FINALLY, I WANT TO POINT TO A COUPLE OF INNOVATIONS, IT WILL BE CLOSING COMMENTS, ON HOW WE THINK THIS PROTOCOL IN THE PLAY PROJECT HAS VALUE TO DEVELOPMENTAL SCIENCE MORE BROADLY. FIRST, MAJOR INNOVATION, THE USE OF VIDEO TO DOCUMENT ALL PROCEDURES. KAREN AND RICK ARE PROMOTING THE IDEA THAT EVERY BEHAVIORAL STUDY SHOULD HAVE VIDEOS OF PROCEDURE PROCEDURES, THERE SHOULD BE THOROUGH AND COMPLETE DOCUMENTATION OF WHAT IS TO BE DONE, BY WHOM, WHEN, WHERE, FROM SCHEDULING TO UP LOADING THESE VIDEOS AND THE FINAL DATA. THERE SHOULD BE TRANSPARENCY OF ALL PROCEDURES. WHAT'S SAID TO THE PARTICIPANTS, WHAT MATERIALS, WHAT PARTICIPANTS ARE DOING AND WHAT IS THE SURROUNDING CONTEXT. INNOVATION IS TO INCLUDE IN THE VIDEO VIDEO LINKS THAT CAN IMPROVE FIDELITY TO THE PROTOCOLS TO IMPROVE TRANSPARENCY. THESE VIDEOS WILL AUGMENT WRITTEN PROTOCOLS AND METHODS SECTIONS IN DETALES THA DETAILS IMPOSSIBLE TO DESCRIBE IN WORDS. SO IN THE PLAY PROJECT, WE EVEN USED VIDEOS. THEN WE HAVE ALL AUTHORIZED USERS BEING ABLE TO ACCESS THE TRAINING VIDEOS AGAIN TO ENSURE THAT WHEN THEY TRAIN EVERYONE AT THEIR SITES, THERE WILL BE HIGH FIDELITY. THE WIKI IS ALSO AN IMPORTANT VEHICLE FOR DISSEMINATING INFORMATION TO THE PUBLIC. THERE CAN BE PUBLIC ACCESS TO COMPONENTS OF THIS PROTOCOL FROM START TO FINISH, SHOWING THEM WHAT WE'RE DOING, WHAT IT'S ABOUT. THERE CAN BE LINKS TO THE WIKI FROM YOUR PUBLICATIONS AROUND THE PLAY PROJECT, AND SO TO SUMMARIZE THESE INNOVATIONS, WE THINK THAT ALL OF THE INNOVATIONS HAVE THE POTENTIAL TO ADVANCE DEVELOPMENTAL, BEHAVIORAL SCIENCE MORE BROADLY. EVERYTHING ABOUT THE PLAY PROJECT SHOULD BE AND IS APPLICABLE TO EVERY BEHAVIORAL STUDY TOWARD THE GOALS OF TRANSPARENCY AND REPRODUCIBILITY. AND IMPORTANTLY, ALL THE INNOVATIONS WE ARE SHOWING YOU CAN SCALE DOWN TO INDIVIDUAL LABS AS WELL AS SCALE UP TO BIG DATA SUCH AS THE 57 LABS THAT WE WILL BE WORKING WITH. THANK YOU, WE HAD A LOT OF GOOD DISCUSSION. >> WE DID, AND I WANT TO MAKE SURE THAT WE GET BACK TO OUR REMOTE PARTICIPANTS, I THINK WE HAD A QUESTION OR TWO FROM THE REMOTE PARTICIPANTS. I KNOW MIKE FRANK IS STILL IN THE QUEUE, IF THERE ARE OTHER QUESTION, CASEY, I'LL LET YOU TELL US WHO SHOULD SPEAK. >> SURE, I JUST HAVE A QUICK ONE WE COULD ANSWER FROM MAY. HOW DOES THE APP HANDLE MISSING DATA OR NO ENTRY OR THE PARENT DOESN'T WANT TO RESPOND TO A QUESTION? >> WE DIDN'T HAVE THAT. KAREN? >> SO WE CAN HAVE, YOU KNOW, LIKE PARENT CHOOSES NOT TO RESPOND. OTHERWISE, THE WAY IT'S SET UP NOW, THEY JUST MOVED THROUGH THE APP AND IT FLIPS WHEN YOU ANSWER THE QUESTIONS. SO THERE WILL BE QUESTIONS WHERE WE GO OUT TO THE HOME AND THE PARENT SAYS, I INTEND TO SHARE THE DATA AND I UNDERSTAND EVERYTHING THAT'S GOING TO HAPPEN, CLEARLY WE NEED TO SHARPEN UP THE SCHEDULING CALLS AND MAKE THINGS MORE CLEAR TO THE PARENTS AND SO ON, BUT I THINK NO MATTER WHAT WE DO, THERE WILL BE SOME TIMES WHEN WE GO OUT TO THE HOME AND WE'RE GOING TO LEAVE WITH INCOMPLETE DATA. IT MIGHT BE JUST BECAUSE THE BABY HAS A COMPLETE BREAK DOWN AND THE MOM SAYS I DON'T WANT TO DO IT ANYMORE, THIS IS A BAD TIME. AND SO WE'LL TALK ABOUT IN THE INFRASTRUCTURE SECTION WHAT WE CAN DO WITH INCOMPLETE SESSIONS. >> MIKE FRANK HAS ONE AS WELL. MIKE, I'M GOING TO UNMUTE YOU SO YOU CAN TALK TO THE GROUP. >> THANKS. OKAY. SO I WANTED TO EXPRESS A CONCERN ABOUT THE PROBLEM OF FALSE POSITIVES. SO INCREASINGLY WORRIED ABOUT ANALYTIC FLEXIBILITY WHERE YOU CAN TRY LOTS OF STUFF AND PUBLISH WHAT YOU FIND. I HAVE THAT WORRY ABOUT THIS PROJECT -- THIS IS A LARGE OBSERVATIONAL DATASET, AND SO WE'VE GOT A HIGH FALSE DISCOVERY RATE WHEN WE LOOK AT COMBINATION OF VARIABLES. ADD TO THAT MIX A REQUIREMENT TO PUBLISH, AND I WORRY THAT YOU'VE GOT A REAL RECIPE FOR PIs OR PARTICIPANTS IN THE PROJECT HAVING AN INCENTIVE TO FIND SOMETHING SERIOUS AND TO REPORT IT. SO LET ME JUST GIVE A KIND OF QUICK EXAMPLE HERE OF WAYS THAT WE MIGHT DEAL WITH THIS TO TRY TO MAKE THIS A CONSTRUCTIVE COMMENT. THERE ARE PARTICULAR FIRST ORDER QUESTIONS THAT ARE LEGITIMATE TO ASK AND SORT OF IMPLIED BY THE DESIGNS, FOR EXAMPLE, DOES THE VARIABLE CHANGE ACROSS AGE OR IS THE VARIABLE CORRELATED WITH ANOTHER VARIABLE EITHER, DEMOGRAPHIC OR A SECOND MISHMENT. D. MEASUREMENT. WE CAN CONTROL THE FALSE DISCOVERY RATE EITHER BY SAYING LOOK, IF YOU'RE GOING TO CORRELATE TWO VARIABLES, WE KNOW HOW MANY THERE ARE, WE AGREE YOU WON'T PUBLISH WITHOUT CORRECTING FOR THAT, THE BASELINE CORRELATIONS. OR WE COULD ASK PARTICIPANTS TO PREREGISTER THEIR QUESTIONS OF INTEREST BEFORE LOOKING AT THE DATA. THE ALTERNATIVE TO ME, IT SEEMS LIKE, IS GOING TO BE PRETTY SUBSTANTIALLY NEGATIVE IN THE SENSE THAT A THOUSAND FLOWERS HERE, YOU KNOW -- POSSIBLY MANY, MANY MORE -- [INAUDIBLE] >> I'M JUST GOING TO SAY SOMETHING, MIKE. I'M GOING TO SAY OH, MY GOODNESS, HUGE COMMENT, FANTASTIC COMMENT, AND I WOULD RECOMMEND A MUCH MORE THOROUGH DISCUSSION THAN WHAT WE COULD EVER DO JUSTICE HERE, AND THE REASON I SAY THAT ALSO IS THERE'S ALWAYS THAT TENSION AND BALANCE BETWEEN AUTONOMOUS SCIENCE AND US KIND OF SAYING, HERE YOU GO, WE DON'T WANT TO BE IN YOUR FACE TELLING YOU WHAT YOU CAN DO AND WHAT YOU CAN'T DO DO, AND THE RIGHTFUL CONCERNS YOU'RE RAISING. THAT WOULD BE MY RESPONSE. I THINK THERE'S A LOT TO TALK ABOUT AROUND THAT, BUT KAREN CAN ANSWER. >> PEOPLE CAN PREREGISTER THEIR QUESTIONS AND THEY CAN BE INSPIRED BY THINGS WHEN THEY LOOK AT THE DATA AND THEY CAN WRITE ABOUT WHAT THEY FIND AS EXPLORATORY ANALYSES, HIGH POTASSIUM SHIS GENERATING RATHER THAN HYPOTHESIS TESTING. MY GREATER WORRY WOULD BE IF WE START OUT BY STATING WHAT QUESTIONS ARE ASKABLE, WHAT IS -- YOU KNOW, I DON'T ACTUALLY SEE MUCH INCENTIVE FOR ME TO DO IT PERSONALLY. AND SO I WOULDN'T BE COMFORTABLE ASKING OTHER PEOPLE TO DO IT EITHER. I THINK PEOPLE NEED TO BE ABLE TO GENERATE THEIR OWN QUESTIONS. >> KAREN, THERE'S A COMMENT. >> IN RESPONSE TO MIKE? >> I THINK SO. >> ONE QUESTION. WHEN YOU GUYS MAPPED THE ROOM, HOW LONG DID THAT TAKE TO DO ALL OF THE LASER MAPPING? I GUESS THIS IS A FOLLOW-UP TO WHAT LISA ASKED. WHEN WE LIVED I IN THE MIDWEST, IF THEY HAVE A FINISHED BASEMENT, 5,000 SQUARE FEET. >> WE DID THIS IN NEW YORK. >> WE THINK IT WOULD TAKE US LIKE THREE TIMES AS LONG TO MAP TH THE HOUSE, SO JUST CURIOUS HOW LONG IT TOOK YOU GUYS TO DO THAT. >> IT TOOK 10 TO 15 MINUTES. >> SO IT COULD TAKE 45 MINUTES THEN FOR A LARGE -- >> THE BIGGEST SPACE WAS A THREE BEDROOM AND THAT TOOK ABOUT 15 MINUTES. >> SO I HAVE FIVE BEDROOMS, THREE BATHROOMS AND WE DON'T EVEN HAVE KIDS, AND WE HAVE THE SMALLEST HOUSE IN THE NEIGHBORHOOD. >> WE ALL NEED TO MOVE. >> THERE'S NOTHING TO DO ON FRIDAY NIGHT SO WE BOUGHT A HOUSE. >> WE GET SITES DOING THIS, FEEDING BACK ON HOW LONG THINGS ARE TAKING. THANKS, THEY'RE GOING TO LEARN THAT. ABSOLUTELY. BE I DON'T WANT T TO CUT OFF -- IS THERE SOMEONE WITH COMMENTS OR RESPONSES TO MIKE? LET'S DO THAT FIRST. >> IS THERE ANOTHER ONE? >> THERE'S ANOTHER ROW MOTOR ONE FROM SUSAN. I'M GOING TO UNMUTE YOU FOR THAT. >> AM I UNMUTED? >> YOU ARE ON. >> OKAY. SO I THINK SOME OF THIS IS REALLY WELL TAKEN AND SOME WE HAVE TO WORRY ABOUT. THERE ARE WAYS THAT MIKE HAS TALKED ABOUT BUT THERE ARE OTHER WAYS THAT WE CAN DEAL WITH PROBLEMS OF FINDING SERIOUS -- SO FOR EXAMPLE, WE HAVE 900 SUBJECTS, ONE THING THAT WE CAN DO, A PIECE ON WHICH TO DEVELOP IDEAS, TO EXPLORE HYPOTHESES, AND THEN -- SMALL SET OF DATA AND THEN CHECK IT OUT ON THE OTHER 800 SUBJECTS. THAT'S A LOT OF DATA. WE MAY NEED BETTER STATISTICAL TECHNIQUES TO DO THAT, I THINK THESE COMMENTS REALLY FOR US TO THINK ABOUT DIFFERENT WAYS OF ANALYZING THINGS STATISTICALLY, WHEN WE GOT THESE OBSERVATIONAL DATA THAT ARE VERY RICH, BUT WE STILL WANT TO TAKE INTO ACCOUNT ALL OF THE CONCERNS. >> I'D LIKE TO ADD TO THAT, THE GUIDING PRINCIPLES THAT KAREN, CATHY AND I HAVE WITH RESPECT TO THIS PROJECT IS TO ENCOURAGE DIVERSITY OF APPROACHES TO ADDRESSING A RANGE OF PROBLEMS, INCLUDING THE ONES -- THE VERY IMPORTANT ONE THAT WE'VE BEEN TALKING ABOUT HERE THAT MIKE AND SUSAN, YOU'LL HAVE A COUPLE OF DIFFERENT PERSPECTIVES AND APPROACHES, AND I THINK ENGAGING ONE ANOTHER IN COMMUNICATION, AND DISCUSSION AROUND DIFFERENT WAYS TO APPROACH THAT IS EXACTLY WHAT WE'RE TRYING TO FOSTER AND FACILITATE, BUT I THINK WE'RE GOING TO BE HESITANT OURSELVES TO MAKE DETERMINATIONS ON THE BASIS OF THE PROJECT AS A WHOLE WHICH ONE WE'RE GOING TO ASK YOU TO DO, UNLESS WE'RE COLLABORATORS ON THAT PARTICULAR EFFORT. >> WE'VE ALREADY HEARD FOUR SOLUTIONS OR FOUR DIFFERENT TYPES OF APPROACHES, AND THINK IT'S WORTH DISCUSSING THOSE. SUSAN HAD ONE, MIKE HAD PREREGISTRATION, HAVING A SET OF QUESTIONS IN ADVANCE, KAREN, YOU KNOW, HAD OTHERS CALLING IT EXPLORATORY RATHER THAN CONFIRMATORY, YOU KNOW, SO I THINK CONSIDERING ALL OF THOSE DIFFERENT SOLUTIONS WILL BE USEFUL AS WELL. >> COMMENT BACK HERE. CHRISTINE. >> I WAS CURIOUS IF THERE WOULD BE ANY INTEREST OR IF ANYONE HAS THOUGHT ABOUT HAVING SOMETHING LIKE A SPECIAL ISSUE OF A JOURNAL RELATED TO THE PLAY PROJECT AND YOU COULD IMAGINE -- I KNOW THERE'S SOME JOURNALS NOW THAT ARE HAVING PEOPLE, LIKE, SUBMIT A PROPOSAL FOR A WAY TO ANALYZE A BUNCH OF DATA AND THEN ONCE THAT GETS REVIEWED, THEN THEY ACCEPT THE PAPER, SO I WAS THINKING ONE SOLUTION TO MIKE'S CONCERN COULD BE IF PEOPLE -- FOR INSTANCE, THE GENDER GROUP MIGHT BE INTERESTED IN ARE THERE GENDER DIFFERENCES IN HOW PARENTS PLAY IN THE NESTING CUP -- THE SHAPE ONE. AND THEN YOU COULD IMAGINE EXPHITTING THAT AS AN IDEA AND IT GETS REVIEWED AND THEN PUTTING IT IN A SPECIAL ISSUE WHERE NO MATTER WHICH WAY THE DATA FALL, IT GETS PUBLISHED. >> THAT'S A GREAT IDEA. THIS IS EXACTLY WHY WE WANTED ALL OF YOU IN THE ROOM. I THINK THERE ARE LOTS OF DIFFERENT POSSIBILITIES HERE, AND I HOPE WE CAN DO MANY OF THEM. >> AHEAD. >> I'M JUST WONDERING, RELATED TO THE QUESTIONS, DO WE NEED TO IMPLEMENT TO HAVE IN PLACE A SYSTEM TO COORDINATE WHICH RESEARCH QUESTIONS ARE GOING TO BE ASKED BY WHOM AND TO BE RESEARCHED BY WHICH LABS, AND DO WE HAVE TO ANNOUNCE IT TO THE WHOLE GROUP SO THAT WE AVOID -- >> I THINK WE CAN TALK MORE ABOUT IT BUT I THINK MY GUT IS THAT THAT'S A MISTAKE. I MEAN, ACTUALLY WHEN WE WERE THINKING ABOUT PEOPLE TO INVITE AS LUNCH GROUP MEMBER, WE TRIED TO THINK OF PEOPLE WHO COULD COME UP WITH THEIR OWN QUESTIONS QUESTIONS. TO ASK IF SYMBOLIC PLAY INCREASES FROM 12 TO 24 MONTHS. I CAN TELL YOU, IT DOES. BUT LIKE I DON'T THINK THAT -- AND I THINK IT'S A MISTAKE TO ASK, YOU KNOW, TO TELL PEOPLE TO POST THEIR QUESTIONS AHEAD OF TIME. SO ACTUALLY, YEAH, CATHY AND I HAD AN IDEA OF WRITING TO ALL OF YOU AND SAYING, TELL US SOME OF YOUR IDEAS OF HOW YOU MIGHT RE-USE THESE DATA. THEN WE FELT LIKE, WHY ARE WE DOING THAT? YOU KNOW, LIKE, WE'LL TALK ABOUT IT IN THE INFRASTRUCTURE SECTION BUT WE WANT TO COLLECT THE DATA AND THEN HAVE EVERYONE ON KIND OF EQUAL FOOTING AND THEN JUST DO YOUR OWN THING. BUT I DON'T THINK IT'S FAIR FOR A SMALL LOCOMOTION LAB COMPETING WITH MY LAB FULL OF 20 PEOPLE TRYING TO DO THE SAME THING. I'LL TELL YOU WHAT, I THINK ALL OF US ARE CREATIVE ENOUGH TO COME UP WITH DIFFERENT COMBINATIONS, DIFFERENT QUESTIONS. IT CERTAINLY CAME OUT IN THE WEBINARS THAT A LOT OF PEOPLE HAD IDEAS ABOUT EXIENING THE PLAY DATASET WITH OTHER DATASETS. AND I THINK A LOT OF THE ANALYSES WILL BE DESCRIPTIVE. SO WE'RE NOT TRAINED TO DO NORMS -- MELANIE, WHERE YOU ARE? I NEED MY GLASSES. BUT THESE KINDS OF DESCRIPTIONS ARE REALLY VALUABLE, SO I DON'T KNOW, CATHY WILL TALK ABOUT IT LATER, BUT YOUR AVERAGE TODDLER IN NEW YORK CITY WHO IS MIDDLE CLASS AND IS OKAY TO COME TO A LAB, TAKES 14,000 STEPS A DAY AND FALLS 100 TIMES. DO THEY DO THAT IN TAJIKISTAN? I DON'T KNOW. WE'LL TELL YOU LATER. BUT IT'S NOT -- IT'S A -- YOU KNOW, SO I THINK THERE'S A PLACE FOR REALLY RICH CHARACTERIZATIONS OF HOW DEVELOPMENT DID WORK IN THESE 900 CHILDREN. AND THE IDEA IS THAT HAVING THIS KIND OF A BACKGROUND CAN GENERATE CONFIRMATORY STUDIES THAT PEOPLE CAN DO IN THEIR LABS. >> WE'RE HAVING A GREAT DISCUSSION, BUT I THINK THE NEXT SECTION WHERE WE TALK ABOUT CODING IS REALLY IMPORTANT TO GET THROUGH, SO IF WE CAN HOLD OFF ON QUESTIONS AND I THINK AT THAT END, WE CAN REALLY VET A LOT OF ISSUES. >> BREAK DOWN YOUR QUESTIONS SO WE'RE GOING TO HEAR THEM ONE WAY OR ANOTHER, AND WE'LL PUBLICIZE THEM. BUT WE WANT TO MAKE SURE -- >> PLEASE BEAR WITH US AND THANK YOU. >> SO I'M GOING TO LET CATHY START WITH WHAT WE'RE DOING, OUR RATIONALE FOR THE DECISIONS, THE DISCUSSIONS WE HAD AROUND THE DECISIONS, AND THEN I'LL SHOW YOU HOW THE CODES ARE IMPLEMENTED AND DATA VIEW THROUGH THE WIKI. HERE'S WHAT WE'RE DOING. EACH FOUNDATIONAL CODING PATH IS FOR THE BABY AND THE MOM, SO THERE'S SIX PASSIVE, TWO OR OBJECT, TWO FOR LOCOMOTION, ONE FOR BABY, ONE FOR MOM, AND WE ARE ALSO GOING TO TRANSCRIBE ALL THE UTTERANCES OF THE INFANTS AND THE MOTHERS, AND WE CONSIDER TRANSCRIPTION AS SOMETHING SEPARATE FROM A FOUNDATIONAL CODING PATH. AND WE'RE GOING TO TRANSCRIBE THE VIDEOS IN A FORMAT THAT IS COMPATIBLE WITH CHILDES. OUR RATIONALE FOR THE THREE PASSES IS THAT OBJECT PLAY, LANGUAGE AND LOCOMOTION HAVE CRITICAL DEVELOPMENTS BETWEEN 12 AND 24 MONTHS, AND THESE PASSES INCLUDE OUR EXPERTISE AND WE ARE TALKING ABOUT 2700 HOURS OF CODINGS PER DOMAIN. AND JUST TO REMIND YOU, FOUNDATIONAL CODING PASSES ARE HIGHLY INFORMATIVE AS THEY ARE, THEY ALSO WILL FACILITATE SUBSEQUENT CODING SO THEY'LL MAKE ADDITIONAL CODING PASSES EASIER, FASTER AND MORE EFFICIENT AND THEY'RE EASY TO TRAIN AND TO IMPLEMENT ON THE 3-1 RULE WHICH WE KNOW BECAUSE WE DID IT. OF COURSE WE CONSIDERED LOTS OF THINGS. WE CONSIDERED ADDITIONAL CODING PASSES FOR OTHER DOMAINS, EMOTION AN AND GENDER IN PARTICULAR, BUT EITHER WOULD REQUIRE ADDITIONAL LABS IN THOSE EXPERT GROUPS SO WE WOULD HAVE TO GROW SUBSTANTIALLY BEYOND THE 57 IN THE LAUNCH GROUP OR IT WOULD REQUIRE LABS WITHOUT EXPERTISE IN AN AREA TO DO THE CODING AND THAT IS A REAL POSSIBILITY AND WE WOULD LOVE TO HEAR YOUR THOUGHTS ON THIS, ESPECIALLY FROM WOULD PEOPLE IN GENDER BE OKAY CODING EMOTION OR VICE VERSA, WOULD PEOPLE IN THE HOME ENVIRONMENT BE OKAY -- YOU KNOW, PLA BLA BLAH, BLAH, BLAH. WE CONSIDERED CODING ONLY THE BABY AND NOT THE MOTHER, BUT WE THOUGHT IF WE DEPARTMENT CODE THE MOTHER, WE WOULD LOSE THE SINK KNESYNCRO KNEE AND THE RECIPROCITY THAT ARE OF SUCH INTEREST TO THE LAUNCH GROUP. THIS -- SO I'M GOING TO SUGGEST THAT YOU LOOK ON THE HIGH-DENSITY SCREEN. YOU DON'T NEED TO READ ANYTHING. ALL YOU NEED TO SEE IS THAT THIS IS A VAST AMOUNT OF DATA, SO THIS IS JUST ONE OF THE VIDEOS THAT WE COLLECTED AND THEN CODED IN PREPARATION FOR THIS WORKSHOP, AND SO ALL WE'RE DOING RIGHT NOW IS VOLING BAC -- HOW MUCH DATA IS INVOLVED IN EACH CODING PATH, AND NOW WE'RE SCROLLING DOWN, AND IF YOU LOOK AT THE TOP RIGHT WHERE THE LITTLE ARROWY THING IS, WE'VE HARDLY SCRATCHED INTO THIS FILE, AND SO BABY LOCOMOTION AND THE TRANSCRIPTION, THERE ARE HUNDREDS, HUNDREDS AND HUNDREDS AND HUNDREDS OF THESE EVENTS THAT GET CODED FOR EACH FILE. I WANT TO SHOW YOU THE DATA VIEW SPREADSHEET IN A DIFFERENT WAY. AGAIN, THAT ONE LOOKS REALLY PRETTY COMPARED TO HERE, SO YOU CAN SEE MUCH MORE OF WHAT'S GOING ON IF YOU CRIMP YOUR HEAD AROUND. YOU SEE THE VIDEO IN THE UPPER RIGHT CORNER. YOU SEE TIMES MOVING IN THE BOTTOM RIGHT CORNER, SO THE NUMBERS WILL INCREMENT ON THE DATA VIDEO CONTROLLER AND THE RED ARROW IS GOING TO BE -- ON THE LEFT, YOU'RE SEEING THE SPREADSHEET, AND THE COLUMNS HERE ARE INFANT OBJECT ENGAGEMENT, INFANT LOCOMOTION, AND THE MOTHER'S LANGUAGE, 10 COLUMBUS THAT WE WILL BE GENERATING. THE HIGHLIGHTING TELLS YOU WHEN AN EVENT IS HAPPENING, SO DATA VIEW HAD THE REALLY WONDERFUL FEATURE OF SHOWING YOU WHEN THE EVENTS OCCUR AND HOW THEY'RE NESTED AND INTERLEAVED. SO WHEN CASEY SEPTEMBER US THE SENT US THE SAMPLE, WE SAID CAN YOU JUST NAME THE CLIP THAT HAS SHORTER BABY OBJECT EVENTS AND HE SAID, DUDES, THE BABY IS ENGAGED WITH OBJECTS FOR LONG PERIODS OF TIME, THIS IS GOING TO END UP BEING A FINDING, THIS IS JUST WHAT HAPPEN, THIS IS WHAT THE VIDEOS LOOK LIKE. SO LET'S TALK ABOUT OBJECTS, A MA NIP LABL OBJECT THAT CAN BE MOVED THROUGH SPACE, LARGE THINGS DON'T COUNT IF THEY DON'T MOVE, SURFACE EXPLORATION DOESN'T COUNT AND THE BABY DOESN'T NEED TO BE LOOKING AT THE OBJECT. HER RATIONAL E WAS THAT IF WE CHOSE TOO BROAD OF A CATEGORY, LIKE ALL THE TIMES THE HANDS WERE IN CONTACT WITH A SURFACE, FOR CRAWLERS IT WAS ALMOST 100% OF THE TIME AND FOR WALKER, IT'S NEARLY THAT. AND THEN IF WE CHOSE TOO NARROW OF A CATEGORY, LIKE ONLY THE TIME WHEN THE BABY WAS ALSO LOOKING AT THE OBJECT OR WHEN THE OBJECT WAS INVOLVED IN A SOCIAL ENGAGEMENT, IT TAKES WAY MORE THAN THREE HOURS TO CODE THOSE PASSES. BUT WE CONSIDER LOTS OF STUFF, SO WE CONSIDERED ONLY OBJECT THAT ARE HELD OR CARRIED, THAT'S WHAT US LOCOMOTION PEOPLE WERE VOTING FOR BECAUSE WE REALLY CARE ABOUT CHANGING THE BIOMECHANICAL CONSTRAINTS BUT THE LANGUAGE AND OBJECT GROUPS COULDN'T CARE LESS ABOUT THAT. THE OBJECT PEOPLE WANTED SURFACES, LIKE ALL THE TIMES THE BABIES WERE RUBBING SURFACES, BUT THAT INCLUDED TOO MANY VIDEO FRAMES, THE LANGUAGE GROUP WANTED THESE REALLY NARROW THINGS LIKE OBJECT MANIPULATION COMBINED WITH VISUAL EXPLORATION OR OBJECTS A PART OF SOCIAL ENGAGEMENTS, TAKE THROO LONG TO CODE, BUT HERE'S THE THING, ALL OF THESE IDEAS ARE REALLY EASY TO IMPLEMENT IN SUBSEQUENT CODING PASSES AND DATA VIEW BECAUSE THE -- HAVE ALREADY PULLED OUT THE TIMES WHEN THEE THINGS ARE EITHER HAPPENING OR NOT HAPPENING. SO IF YOU WANT ALL THE TIME THE HAND IS TOUCHING ON SURFACE FOR SOME REASON, YOU GO TO ALL THE WHITE SPACES AND COMBINE THAT. HERE'S HOW WE DESCRIBE THE CODE IN THE WIKI. SMALL FONT, NOW ZOOMING IN TO SHOW YOU THE OPERATIONAL DEFINITIONS. IF YOU CLICK ON THE LITTLE BUTTON, YOU SEE THE EXAMPLES ILLUSTRATIONS OF THE CODE IN THE WIKI. IF THE BABY IS MANIPULATING THE SMALL MOVABLE PARTS OF THE LARGER OBJECT. LIKE ON THE LEFT, THE BABY MOVING THE LITTLE PIECES OF THE BUSY BOX, AND ON THE RIGHT, THE BABY MOVING LIKE THE LITTLE SWITCH ON THE LAMP THAT'S ON THE CORNER. OBJECTS CAN INCLUDE LARGE OBJECTS, LIKE FURNITURE OR IN THIS CASE IT'S GOING TO BE THE TOILET AND THE SHOWER DOOR, BUT ONLY IF THE BABY MOVES THE OBJECT. SO -- DOESN'T COUNT IF I MOVED IT, THAT WOULD COUNT. AND SO HERE'S AN EXAMPLE OF SOMETHING THAT DOES NOT COUNT. AS AN OBJECT PATH. SO YOU COULD SEE THE BABY TOUCHING TWO LARGE THINGS BUT IT'S NOT GOING TO COUNT IN THIS CODING PASS. THE BABY DOES NOT HAVE TO BE LOOKING AT THE OBJECT FOR IT TO COUNT AS AN OBJECT ENGAGEMENT, AND SO HERE YOU CAN SEE IN THE VIDEO THE BABY ENGAGING BUT NOT LOOKING AT THE OBJECTS WHILE ENGAGING WITH THEM. THEN IF THE BABY IS MOVING AN OBJECT IN SPACE BY PUSHING IT OR MOVING IT ON THE FLOOR, IT IS AN OBJECT EVENT. THAT DOES COUNT AS AN OBJECT EVENT. AND HERE IS THE WIKI FOR THE MOM'S OBJECT CODE. AND HERE ARE THE OPERATIONAL DEFINITIONS HERE ARE SOME EXAMPLES OF MOMS ENGAGING WITH OBJECTS. SO ON THE LEFT, I THINK SHE'S SHAKING A BOTTLE, AND ON THE RIGHT, SHE IS HOLDING A BOOK AND READING TO THE CHILD. SO THE ONSET IS THE FRAME OF FIRST CONTACT, THE OFFSET IS WHEN THE HANDS HAVE STOPPED TOUCHING THE OBJECT FOR AT LEAST THREE SECONDS. IF THE MOM TOUCHES THE LARGE OBJECT BUT IT DOESN'T MOVE LIKE THIS RED BOX, IT'S NOT GOING TO COUNT AS AN OBJECT ENGAGEMENT. AND HERE IS THE INFANT AND MOTHER OBJECT CODES, TIME LOCKED TO THE VIDEO. THE COLUMNS ARE SHOWING THE IP FANT ON THTHE INFANT ON THE LEFT AND THE MOM OBJECT ON THE RIGHT. IF YOU CAN'T SEE IT ON THE BIG PROJECTOR, LOOK TO YOUR LEFT. BUT HERE THE MOM IS TOUCHING THE TRAIN. SO SHE'S GETTING THE OBJECT CODE AND THE BABY HASN'T TOUCHED THE OBJECT YET, BUT NOW THE BABY IS IN CONTACT WITH PART OF THE TRAIN AND SO HE'S GETTING CREDIT FOR TOUCHING THE OBJECT, THE MOM STOPS, YOU CAN SEE HOW THESE BEHAVIORS ARE TIME LOCKED TO THE VIDEO. >> IT LOOKED LIKE THEY WERE CODING THE MOM TOUCHES THE OBJECT -- IN MY LAB WE WOULD USUALLY SAY IF YOU CAN'T SEE IT, YOU DON'T CODE IT. BUT THAT LOOKS LIKE THAT WAS NOT WHAT HAPPENED IN THAT VIDEO, SO I'M WONDERING ABOUT THAT, OR WILL THERE BE FUTURE DISCUSSIONS ABOUT THAT OR -- >> WE CAN HAVE FUTURE DISCUSSIONS ABOUT THAT, SO I DON'T KNOW, DO YOU REMEMBER ANY OF THE OBJECT -- ANY OF THE PEOPLE WHO WORKED ON THE CODES? DID WE HAVE AN EXPLICIT INSTRUCTION ABOUT -- I KNOW FOR LOCOMOTION, IF THEY'RE BOBBING -- YOU CAN'T SEE IF THEY'RE LOCOMOTING BUT FOR THE OBJECTS -- GO AHEAD, JOSH. >> THE IDEA WAS THAT IF SHE'S MANIPULATING SOME SORT OF OBJECT IN ANY WAY, EVEN IF SHE'S OCCLUDED, LIKE HER HANDS AND THE ACTUAL OBJECT ARE OCCLUDED FOR FIVE SECONDS OR SOMETHING AND THE CAMERA PANS BACK AND SHE'S STILL TOUCHING IT AND HOLDING IT, THEN YOU CAN MAKE THAT ASSUMPTION. WITH YOU IF THBUT IF THE CAMERA LEAVES FOR SOME SIGNIFICANT PORTION OF TIME WHERE YOU CAN'T MAKE ANY SORT OF MA MANAGEABLE ASSUMPTION AND YOU CAN -- >> THERE'S OPERATIONAL DEFINITIONS, IF YOU CAN BE REASONABLY SURE THERE IS NO POSSIBLE WAY THE MOM PUT DOWN THIS OBJECT AND IT DIDN'T FLOAT TO THE GROUND, THEN YOU CAN SAY THEY TOUCHED IT, BUT IT IS CONSERVATIVE ENOUGH THAT IF YOU COULDN'T TELL, YOU WOULD CODE IT AS MISSING. IN EVERY PASS, THERE ARE DEFINITIONS FOR MISSING EITHER MISSING IN LOCOMOTION, IT'S MISSING IN OBJECT, AND THAT'S TO ACCOUNT FOR THOSE EXACT TIMES WHEN IT'S OCCLUDED AND THE CODER COULDN'T MAKE A REASONABLE ASSUMPTION BASED ON A PRIOR OR POST STATE OF THE CODE. >> OKAY. LOCOMOTION. THE PASSES ARE FOR INFANT AND MOTHER SELF GENERATED LOCOMOTION IN ANY FORM, FALLS BY EITHER PARTY, AND THEN FOR THE BABY, WE ALSO DECIDED TO CODE THE TIMES WHEN LOCOMOTION CANNOT OCCUR BECAUSE THE BABY IS BEING HELD OR CONSTRAINED. THE RATIONALE IS IF WE ARE TO DO THOSE TWO PASSES, WE ARE ALREADY RIGHT AT THE 3:1 RATIO, SO ANY MORE DETAILS THAN THAT, WHAT'S THE TYPE OF LOA LOCOMOTION, HOW MANY STEPS DID THAT BABY TAKE OR THE MOM, WHAT SURFACES ARE THEY ON, CONSIDERABLY INCREASES THE CODING TIME. AND WE TALKED ABOUT ALL THESE THINGS. WE ALL WANT ALL OF THESE DIFFERENT THINGS. TYPE OF LOCOMOTION, THE POSTURE, WHETHER THE BABY IS SUPPORTED, THE NUMBER OF STEPS PER BOUT, THE SURFACES THIS TRAVERSE AND SO ON. BUT WITH THIS FOUNDATIONAL CODING PATH, WHICH ALLOWS THE OBJECT AND LANGUAGE GROUP PEOPLE TO JUST KNOW IS THE PERSON MOVING OR NOT MOVING, IT TOTALLY FACILITATES AND SPEEDS UP SUBSEQUENT CODES SO IF YOU WANT TO COUNT THE STEPS, YOU ALREADY KNOW WHEN THE BOUTS HAVE OCCURRED. IF YOU WANT TO KNOW IF THE BABY IS SUPPORTED, YOU ALREADY KNOW WHEN THOSE BOUTS OCCURRED AND YOU CAN JUST JUMP TO THEM IN DATA VIEW AND ADD THOSE ARGUMENTS. SO HERE IS THE LOCOMOTION CODE AND THE WIKI, THE OPERATIONAL DEFINITIONS FOR THE BABY LOCOMOTION CODE, SO IF THERE'S ANY SELF GENERATED MOVEMENT BY THE BABY, HERE IS A COUPLE OF EXAMPLES. IN ONE THE BABY IS WALKING AND ON THE RIGHT, THE BABY IS KNEE WALKING, WHICH IS ACTUALLY SOMETHING BABIES DO A LOT. AND MOMS. IT COUNTS AS A LOCOMOTOR EVENT WHETHER UNSUPPORTED OR SUPPORTED BY PARENTS OR FURNITURE. SO HERE THE BABY IS BEING SUPPORTED BY FURNITURE BUT THAT STILL GETS CODED AS A LOCOMOTION EVENT. AND LOCOMOTION HAPPENS WHEN THE BODY IS PLACED ANY DIRECTION, OMNI DIRECTIONAL STEPS COUNTS AS LOCOMOTION IF THE BABY STEPS IN PLACE OR TURNS, LIKE YOU SEE HERE, THAT WILL COUNT AS A LOCOMOTION EVENT. THAT'S A LITTLE BOUT OF LOCOMOTION. FALLS ARE ANY LOSS OF BALANCE WHERE THE BABY DOES NOT RECOVER. IT CAN HAPPEN FROM ANY POSITION, SITTING, STANDING, CRAWLING, IT COULD BE ON OR OFF FURNITURE, ON OR OFF MOM'S LAP. SO THAT WAS A STANDING FALL. ON FURNITURE, ON TO MOM'S LAP. WE ALSO NOTE THE TIME WHEN THE BABIES ARE BEING HELD OR CONSTRAINED, SO THIS WOULD BE A BOUT OF BEING HELD. AND THIS IS A BOUT OF BEING CONSTRAINED. SO THE BABY IS CONSTRAINED IN THAT HIGHCHAIR AND WE WOULD CODE THAT AS ALONG CONSTRAINTS. >> [INAUDIBLE] >> SO IF THEY'RE HELD ON MOM'S LAP, IT'S CALLED HELD, IF THEY'RE HELD ON MOM'S LAP, IT'S CALLED HELD, IF THEY'RE STRAPPED INTO SOMETHING WHERE THEY CAN'T MOVE, IT JUST GETS A C FOR CONSTRAINED. SO IT IS SEPARATED IN THAT SENSE. YOU'RE CONSTRAINED WHEN YOU'RE HELD AND THEN YOU'RE CON STRAIPED -- BUT YES, SO YES, SORRY, THE ANSWER IS YES. H IS HELD P BY MOM, C IS CONSTRAINED BY SOMETHING BESIDES MOM. >> SO NOW WHAT I'M THINKING ABOUT -- I'M THINKING ABOUT THIS CODE AGAIN, I'M CURIOUS ABOUT WHEN THE FEET ARE STABLE BUT THE BODY IS MOVING. SO LICK A SIT TO STAND MOVEMENT AND REPETITIVE SIT/STAND GENERATED BY THE BABY WOULD NOT COUNT AS LOCOMOTION, BECAUSE I THINK THAT MIGHT NOT BE CLEAR >> THAT WOULD NOT COUNT AS LOCOMOTION. >> LIKE THE BABY GOING LIKE THAT? >> SQUATTING. >> THEY HAVE TO MOVE THEIR SEAT OR IF THEY'RE UP RIGHT, THEIR KNEES IF THEY'RE CRAWLING. BUT ALL THESE THINGS, THIS IS WHERE WE CAME TO FROM THE WEBINARS, WE'RE GOING TO NEED TO SOLIDIFY IT PRETTY SOON, BUT IT'S PRETTY SOLID. ALL I CAN TELL YOU IS THIS STUFF WORKS. LIKE IT CAN BE DONE, IT CAN ALL BE DONE IN LESS THAN THREE HOURS, IT CAN BE DONE WHIC BY NEW PEOPLE, WHATEVER, PEOPLE WHO KNOW DATA VIEW, AND IT'S ALL HIGHLY RELIABLE. THIS IS THE MOM'S LOCOMOTION. SHE'S WALKING ON THE LEFT, KNEE WALKING ON THE RIGHT JUST LIKE YOU SAW IN THE BABY. SOMETIMES MOMS EVEN FALL, SO IF YOU LOOK ON THAT SCREEN, YOU CAN SEE THIS CUTE FALL IN THE MOM. AND THEN THE LOCOMOTION IS TIME LOST TO THE VIDEO, AND LISA, THIS ALSO HAS LITTLE PERIODS OF OCCLUSION OF THE FEET, BUT WHERE YOU CAN CONSERVATIVELY INFER THAT THEY'RE MOVING. SO INFANT ON THE LEFT, MOM'S LOCOMOTION ON THE RIGHT. >> OKAY. ONE OF OUR BIGGEST THINGS TO TACKLE WAS WHAT TO DO ABOUT TRANSCRIPTION, SO I'M GOING TO TELL YOU WHAT WE'RE PLANNING TO DO AND HOW WE CAME TO THIS. IF YOU HAVE AN IDEA THAT'S BETTER, WE'LL PROBABLY DO IT, BUT YEAH, WE THOUGHT ABOUT A LOT OF THINGS. SO THIS IS WHAT WE WANT. WE WANT MOM'S SPEECH, WE WANT BABY' BABY'S VOCALIZATIONS AND THE LANGUAGE PEOPLE STRONGLY WANTED -- SPEECH AND VOCALIZATIONS TRANSCRIBED AT THE UTTERANCE LEVEL. SO IF THE MOM SAID KAREN, KAREN, KAREN, THAT WOULD BE THREE UTTERANCES. BUT IF SHE SAID JILL POPP, HOW ARE YOU DOING, THAT'S ONE. WE WANT IT TIME LOCKED TO THE VIDEO, WITHIN, LIKE, PARTS OF A SECOND. AND SO WE HAVE DECIDED THAT TRANSCRIPTION SHOULD BE DONE BY THE PLAY TEAM, NOT IN LABS, AND NOT BY A COMMERCIAL VENDOR, AND THAT IT CAN BE DONE IN DATA VIEW. OUR RATIONALE IS THAT WE WANTED TO USE A TOOL THAT COULD BUILD ON STANDARD METHODS AND THE STRATEGIES THAT LABS THAT TRANSCRIBE HAVE BEEN USING, AND WE DECIDED TO USE DATA VIEW BECAUSE FOR CODES THAT ARE REALLY LABORIOUS, LIKE TRANSCRIPTION, EVERY KEY STROKE, EVERY SCROLL, EVERY TIME YOU PICK UP THE MOUSE, EVERY TIME YOU LOOP, IT TAKES TIME, AND THEN THOSE LITTLE BEHAVIORS ADD UP TO A LOT AND A LOT OF TIME. DATA VIEW MINIMIZES THOSE KINDS OF BEHAVIORS AND IT DOES A BETTER JOB BY FAR OF MINIMIZING THOSE KINDS OF BEHAVIORS THAN CLAN AND ELAN, FOR EXAMPLE. SO IF U IF YOU TRANSCRIBE IN DATA VIEW, THE UTTERANCES WILL BE TIME LOCKED TO THE OTHER BEHAVIORS THAT ARE ALSO CODED IN DATA VIEW. ALL RIGHT. SO THIS IS A REALLY BIG JOB. WHEN WE WERE IN THE WEBINARS TALKING TO THE LANGUAGE PEOPLE, THEY WERE TALKING LIKE 10 TO 12 HOURS TO TRANSCRIBE A VIDEO, THIS IS LIKE ACCORDING TO BRIAN AND FRANK -- IF YOU WANT THEM CODED AT THE UTTERANCE LEVEL, TIME -- YOU'RE LOOKING AT 10 TO 12 HOURS PER HOUR OF VIDEO. SO WHO SHOULD TAKE ON THIS BIG JOB? WELL, WE FIRST THOUGHT OF SENDING IT OUT TO A COMMERCIAL VENDOR, AND WE TRIED IT. SO IF YOU WANT IT CODED AS THE UTTERANCE BREAKDOWNS AND TIME LOCKED TO WHEN THE UTTERANCE ACTUALLY HAPPENED, IT IS EXORBITANTLY EXPENSIVE. IT IS UNBELIEVABLY EXPENSIVE. IF YOU WANT TO JUST HAVE LIKE ROUGH LANGUAGE KIND OF LIKE WHAT THEY SAID, KIND OF -- NOT WHEN THEY SAID IT BUT IN THE ORDER THAT THEY KIND OF SAID IT, THEN IT'S LIKE 100 TO $200 PER VIDEO. BUT IF YOU WANT IT CODED AT THE UTTERANCE LEVEL THE WAY LANGUAGE PEOPLE THINK ABOUT UTTERANCES, AND YOU WANT IT TIME LOCKED TO VIDEO, WHICH FOR OBJECT AND LOCOMOTION PEOPLE, THE LANGUAGE ONLY REALLY MATTERS IF IT'S TIME LOCKED TO THE OTHER BEHAVIOR, THEN YOU'RE TALKING LIKE HUNDREDS TO THOUSANDS PER VIDEO. SO WE ALSO TALKED ABOUT ASKING LAUNCH GROUP LABS TO TRANSCRIBE THE VIDEOS. BUT THE COST OF TRAINING AND OF TRANSCRIPTION AND OF QUALITY ASSURANCE PER LAB ALSO SEEMS TO BE TOO PROHIBITIVE. SO I SHOULD SAY WE BUT IT'S NOT REALLY ME, THEY'RE THE REAL HEROS HERE, THEY SET ABOUT FIGURING OUT A WAY TO TRANSCRIBE IN DATA VIEW. THE OVERALL GOAL WAS TO MINIMIZE THE TRANSCRIPTION TIME, SO IF YOU CAN GET IT DOWN TO EIGHT HOURS, WHEN YOU MULTIPLY THAT OUT TIMES 900 HOURS OF VIDEO, THAT'S STILL A REAL SAVINGS. SO WE FELT LIKE, WELL, WE'VE NER NEVER REALLY WORRIED ABOUT TRANSCRIPTION BEFORE BECAUSE I'VE BEEN DEVELOPING AND MAINTAINING DATAVYU AND TRANSCRIPTION WASN'T REALLY PART OF MY TOOL KIT. ALL RIGHT, MAYBE WE CAN DO SOMETHING WITH THIS. SO WE DID. WE EXPANDED DATAVYU, AND WE JUST DECIDED ABOUT CERTAIN THINGS LIKE WE'RE NOT GOING TO USE PUNCTUATION, WE'RE NOT REQUESTING TO TRGOING TO TRY TO CAPITALIZE THINGS, AND WHEN WE'RE CODING INFANT VOCALIZATIONS, WE'RE NOT GOING TO TRY PHONETICALLY -- THE NOISES THAT THEY MAKE. AND WE THOUGHT OF A STRATEGIC WORK FLOW. AND SO THE IDEA -- SO THIS IS NOT THE IDEA. THIS IS WHAT WE CAME UP WITH. WE WILL TRANSCRIBE THE MOM AND THE BABY TOGETHER BECAUSE IT'S EASIER TO SEE THE WHOLE FLOW OF THE EXCHANGE. FIRST THE TRANSCRIBER TAGS UTTERANCES FOR A 1 TO 2-MINUTE PERIOD OR UNTIL THE ACTIVITY CHANGES INTO SOMETHING VERY KIRCH, AND THEN THEY IMMEDIATELY LOOP PACK TO TRANSCRIBE THE TAGGED VIDEOS WHILE THE EVENTS ARE STILL FRESH IN THEIR MIND. AND YOU WANT TO SHOW YOU WHAT THIS LOOKS LIKE. SO YOU'RE GOING TO SEE A VIDEO OF A NEW TRANSCRIPTION BEING DONE IN DATAVYU, IT'S DONE IN TWO PARTS, SO FIRST THE CODER IS GOING TO PLAY THROUGH AT HALFTIME SPEED, RECORDER SPEED, TAGGING EACH UTTERANCE EVERY TIME THE MOM OR THE BABY MAKES A NOISE, THEY'RE GOING TO TAG THE UTTERANCE, AND THEY'LL DO THAT FOR 1 TO 2 MINUTES AT A TIME OR UNTIL THERE'S A BREAK IN ACTIVITY. THEN THEY LOOP OVER THE SAME SECTION, TRANSCRIBING THE UTTERANCES AND IT'S EASIER TO DO IT THEN BECAUSE THEY HAVE JUST HEARD THEM. SO FIRST I WANT YOU TO FOCUS ON THE DATA CONTROL E BECAUSE THE CODER IS GOING TO JUMP BACK TO THE UTTERANCE THEY HAVE JUST TRANSCRIBED, AND THEY'LL JUMP BACK TWO SECONDS SO THEY CAN RAMP UP INTO THE NEXT ACTIVITY. THEN THE CODER IS GOING TO TURN ON THE QUICK KEY MODE AND YOU'LL SEE THE WORDS QUICK KEY MODE APPEAR AT THE TOP OF THE SPREADSHEET, IT ALLOWS THE CODER TO PRESS A KEY TO INSERT A CELL IN REALTIME AND TO CODE WHO MADE THE UTTERANCE. SO THE CODER CAN JUST SIT THERE WITH THEIR TWO FINGERS ON TWO KEYS, ONE MOFNLT AND ONE ON THE B, AND EVERY TIME THEY HEAR THE MOM, THEY HIT M. EVERY TIME THEY HEAR THE BABY, THEY HIT B. AND IT WILL INSERT A CELL TA TAGS IT WITH WHETHER IT WAS THE MOM OR THE BABY. SO THE CODER IS PLAYING AT HALF SPEED, AND IF YOU LOOK ON THE BOTTOM, I DON'T KNOW IF THERE'S EITHER ONE WHERE YOU CAN REALLY SEE IT, EVERY TIME THE BABY MAKES AN UTTERANCE, THE CODER IS INSERTING A B CELL. AND EVERY TIME THE MOM MAKES AN UTTERANCE, THE CODER IS INSERTING AN M CELL. AFTER THEY GO THROUGH THE WHOLE PERIOD IN THIS QUICK KEY MODE THAT WE USE THAT WE DEVELOPED IN DATAVYU. NOW WE'RE READY FOR THE SECOND PART WHERE THEY'RE GOING TO TRANSCRIBE THE ACTUAL VIDEO. SO THE CODER IS GOING TO TURN OFF THE QUICK KEY MODE, YOU'LL SEE THAT DISAPPEAR FROM THE TOP OF THE SPREADSHEET, THEY'RE GOING TO RUN A SCRIPT THAT ADDS A LITTLE BUFFER TIME TO EACH CELL SO WE'RE JUST TAGGING THE UTTERANCES CLOSE TO THE TIME SET, WE'RE SAYING UTTERANCE, UTTERANCE, UTTERANCE, MOM UTTERANCE, BABY UTTERANCE. NOW WE'RE GOING TO FLESH THEM OUT AND GIVE THEM A LITTLE BIT OF -- WHAT IS THAT CALLED? STEPS, SO THAT THE DATAVYU, THE HIGHLIGHTING FUNCTION CAN USE THAT DURING TRANSCRIPTION. SO THE CODER IS RUNNING A SCRIPT, IT'S DONE RUNNING, THAT'S HOW FAST THESE THINGS HAPPEN, DATAVYU, SO NOW WE'RE IN THE HIGHLIGHTING MODE AND THE FOCUS MODE, AND SO THIS GREEN CELL IS TELLING THEM WHAT CELL ARE YOU ON THAT YOU NEED TO BE TA TRANSCRIBING. THE CODER IS WRITING IN WHAT THE BABY OR THE MOM IS SAYING. SO THE BABY IS SAYING, OH, NO, OVER AND OVER AGAIN AS KIND OF ONE UTTERANCE, AND THE MOM IS BREAKING UP HERS INTO DIFFERENT WORDS. AND IF THE CODER, LIKE RIGHT THERE, HE HAS MESSED UP AND IS NOW FIXING IT, SO THIS IS REALLY DETAILED TRANSCRIPTION. IT'S VERY CAREFUL, IT'S REALLY TRYING TO GET ALL THE WORDS, AND TO BREAK THEM UP INTO UTTERANCES, IN THE WAY THAT LANGUAGE PEOPLE WANTED. SO THE CODER HAS LISTENED THREE TIMES AND HAS NO IDEA WHAT THIS KID IS SAYING, AND SO HE'S GOING TO PUT AN X AND QUICKLY WRITE A COMMENT, CAN'T TELL IF THIS BABY IS TALKING SPANISH OR BABBLING, I DON'T KNOW WHAT THAT WAS, SO HE WAS LIKE IF I DON'T KNOW WHAT IT WAS AFTER THREE REPETITIONS -- THAT WAS A CRY, THAT'S REALLY EASY, AND SO HE CAN PUT THAT IN AS A CRY. AND EACH TIME HE'S JUMPING BACK AND RAMPING BACK TO THE CELL THAT'S BEING TARGETED, AND DATAVYU IS SHOWING HIM WHERE HE NEEDS TO FOCUS HIS ATTENTION. THEN IT FINALLY ENDS, HERE YOU WANT TO DO IT IN ENGLISH. SO WE DISCOVERED THAT IT'S MUCH FASTER THAN TO JUST HAVE ONE COLUMN -- BUT IT'S A COMPUTER AND IT HAS A -- SOFTWARE, SO WHEN IT'S DONE, WE RUN TWO SCRIPTS. THE FIRST SCRIPT IS GOING TO SPLIT THE TRANSCRIBE COLUMN SO EVERY TIME THERE'S AN M IT KNOWS ITS MOM'S SPEECH AND NOW MOVES IT OVER INTO A NEW COLUMN, SO HE'S RUNNING THE SCRIPT NOW. RAN, DONE. AND NOW HAS INSERTED TWO COLUMNS, ONE FOR MOM'S SPEECH, ONE FOR BABY VOCS, AND IF YOU LOOK ON THE LEFT, YOU CAN SEE THEM BEING ALIGNED. THE SECOND SCRIPT IS ACTUALLY INSERTING CELLS FOR THE LANGUAGE CODERS WITH ALL THE PROMPTS. SO THE LANGUAGE CODERS WERE THE ONES THAT REALLY LUCKED OUT IN THIS STORY HERE. BECAUSE THEY DON'T HAVE TO FIND WHEN THE EVENT OCCURS. WE ALREADY KNOW WHEN THE EVENT OCCURS AND IT'S ALREADY TRANSCRIBED. THEY'RE JUST GOING TO SAY WHAT KIND OF FUNCTIONAL UTTERANCE WAS THAT THAT GOT SPOKEN. SO THEY GET ALL THE PROMPTS FOR FREE AND THEY CAN JUST JUMP THROUGH THE VIDEO TO THOSE EXACT PROMPTS. THAT'S AN EXAMPLE OF HOW AN EARLIER PATH CAN FACILITATE A LATER PATH AND MAKE IT SUPER FAST. SO WHEREAS IT REALLY DOES TAKE THREE HOURS TO CODE MOM AND BABY LOCOMOTION, IT TAKES LIKE 90 MINUTES TO CODE MOM AND BABY LANGUAGE. WE'LL HAVE TO GIVE YOU GUYS ANOTHER JOB. SO WHAT ARE WE DOING? YOU'RE GOING TO GET THE MOM AND BABY UTTERANCES, THEN YOU'RE GOING TO DECIDE WHAT KIND OF FUPTIONAL UTTERANCE TYPE IT IS BASED ON THE VIDEO AND THE TRANSCRIPTION. THERE'S SEPARATE PASSES FOR THE MOM AND THE BABY, AND OUR RATIONALE IS THIS IS REALLY A BROAD CHARACTERIZATION OF HOW A LANGUAGE IS BEING USED AND IT'S GOING TO MAKE SENSE FOR EVERYONE IN THE LAUNCH TBREUPT GROUP, NOT JUST FOR THE LANGUAGE RESEARCHERS. WE CONSIDERED OTHER TYPES OF LANGUAGE CODE LIKE MORPHO -- MIEZING THE TRANSCRIPTS, WE THOUGHT ABOUT MOTHER AND INFANT GESTURE, BUT THAT WOULD TAKE TOO LONG AND WE DIDN'T HAVE SUFFICIENT EXPERTISE ACROSS LAB LABS. ALSO IT WOULD BE A HIGHER BURDEN FOR TRAINING. YOU MIGHT BE ABLE TO ADD ON A SORT OF CUT DOWN OR SIMPLIFIED CODE LOOKING FOR PARTICULAR TYPES OF GESTURES. AND ADD THAT TO THE LANGUAGE GROUP. BECAUSE THEIR JOB RIGHT NOW VEILY DEA REALLY DEAD SIMPLE. HERE'S THE BABY UTTERANCES, HERE'S THE WIKI. THESE ARE EXAMPLES OF SENTENCES, SO WHEN THE BABY IS STRINGING MORE THAN ONE WORD TOGETHER. AND THESE ARE EXAMPLES OF WORDS SO IT'S AN UTTERANCE IN WHICH THE BABY SAYS JUST A SINGLE WORD. BABBLE SOMETHING WHEN THE BABY REPEATS CANONICAL SYLLABLES. AND VOWELS ARE OPEN SOUNDS. WE ALSO CAN CODE CRIES. AND VEGETATIVE SOUNDS LIKE GRUNTSZ. THEN HERE'S THE WIKI FOR THE MOM UTTERANCES, AND ZOOMING IN, AND SO IMPERATIVES ARE WHEN THE MOM TELLS THE BABY TO DO SOMETHING, AND IMPERATIVE LOOKS -- AN L CODE IS TELLING THE BABY TO LOOK AT SOMETHING. SHE SAID LOOK. IMPERATIVE ACTS ARE WHEN THE MOM IS TELLING THE BABY TO DO A SPECIFIC ACTION. PROHIBITS, TELLING THE BABY TO STOP SOMETHING. AND INTERROGATIVES ARE ASKING FOR INFORMATION ABOUT OBJECTS OR ACTIVITIES. LIKE WHAT IS THIS CALLED OR WHAT COLOR IS THIS? IT'S A RHETORICAL QUESTION. DOOT DECLARATIVES ARE WHEN MOM PROVIDES AN INFORMATION ABOUT AN OBJECT, EVENT OR ACTIVITY. THAT'S THE RED TRUCK, YOU'RE STIRRING THE CUP. THEN THANK YOU, UH-HUH, OKAY, OR THERE YOU GO. AND HERE IS LANGUAGE TIME LOCKED TO THE VIDEO. s YOU'LL SEE TH THE INFANT VOCALIZATION, THAT'S WHAT THE TRANSCRIBER DID, THEN THE INFANT UTTERANCE, THAT'S WHAT THE LANGUAGE CODERS SAID, THEN YOU'LL SEE MOM'S SPEECH, THAT'S WHAT THE TRANSCRIBER DID, AND THEN MOM UTTERANCE, THAT'S WHAT THE LANGUAGE CODER SAID. SO THE PLAY PROJECT OFFERS SEVERAL IMPORTANT INNOVATIONS IN CODING AND TRANSCRIPTION, AND I WANT TO HIGHLIGHT THEM HERE. SO FIRST WE HAVE A CODING MANUAL THAT'S ALL IN THE WIKI, AND IT'S GOT WRITTEN TRANSCRIPTIONS LIKE ANY CODING MANUAL, BUT IT ALSO HAS LINKS TO VIDEO EXCERPTS THAT ILLUSTRATE THE WRITTEN TRANSCRIPTION. SO THE WIKI IS ORGANIZING THE CODES AND MAKES IT EASY FOR THE CODERS TO FIND THE DEFINITIONS AND TO FIND THE EXAMPLES, AND THEN THE EXCERPTS ARE GIVING THE USER REAL ILLUSTRATIONS OF WHAT A CODE IS AND ALSO WHAT A CODE IS NOT. AND THIS IS GOING TO BE AN AMAZING HELP FOR CODERS SO THEY NO LONGER HAVE TO STRUGGLE TO UNDERSTAND A LONG DETAILED VERBAL DESCRIPTION BECAUSE THEY HAVE A VIDEO THAT WILL ILLUSTRATE WHAT THE WORDS ARE DESCRIBING. AND WE CAN GIVE THE PUBLIC ACCESS TO THE WIKI CODING MANUAL AND AUTHORIZE ACCESS TO THE VIDEO EXCERPTS AND ADVANCE THE DEVELOPMENTAL SCIENCE BY INCREASING TRANSPARENCY AND REPRODUCIBILITY. SO THINK OF ALL THE TIMES YOU READ IN THE DATA CODING SECTION OF A PAPER, LIKE A PHRASE, LIKE CODERS SCORED ALL TIMES THAT THE BABY ENGAGED WITH OBJECTS. NOW IMAGINE BEING ABLE TO SEE THE FULL DETAILED CODES IN A PUBLICLY AVAILABLE WIKI AND IF YOU'RE A RESEARCHER, YOU CAN GET ACCESS TO THE VIDEO EXCERPTS AS WELL. AND IT ALLOWS FOR VERSIONING SO YOU CAN UPDATE YOUR CODES IN THE WIKI AND YOU CAN KEEP RECORDS OF ALL THE UPDATES. DATAVYU OFFERS A WAY TO TRANSCRIBE VIDEOS AS THE UTTERANCE LEVEL TIME LOCKED TO THE VIDEOS AND THEN CUTS THE 12-TO-1 TRANSCRIPTION TIME BY 30 TO 50%, AND THAT IS CONSIDERABLE WHEN YOU MULTIPLY IT OVER 900 VIDEOS. DATAVYU HAS A VIDEO CONTROLLER AND A SPREADSHEET THAT ARE OPTIMIZING THE CONTROL OF PLAYBACK AND THE INSERTION OF THE UTTERANCES, AND IT'S LEVERAGING THE DATAVYU SCRIPTING FUNCTION SO YOU DON'T NEED TO MAKE DECISIONS AT THE TIME OF TAGGING. THE TRANSCRIPTION STRATEGY THAT CASEY CAME UP WITH CAN BE USED WITH ANY SOFTWARE BUT IT WORKED REALLY GREAT WITH DATAVYU, BECAUSE IT IS FOCUSING A CODER'S ATTENTION ON ONE ASPECT OF THE TRANSCRIPTION PROCESS AT A TIME AND THEN YOU CAN USE YOUR DATAVYU SCRIPTS TO DIG DEEPER INTO THE TRANSCRIPTION FOR FURTHER CODING OR YOU CAN EXPORT THE TRANSCRIPTION INTO THE CHILD. THE INNOVATIONS WE'RE OFFERING CAN MAKE GENERAL ADVANCES FOR DEVELOPMENTAL AND BEHAVIORAL SCIENCE. SO USING -- THE IDEA OF USING VIDEO TO ILLUSTRATE THE CODES, WHICH WE GOT FROM RICK, THESE ARE IDEAS THAT ARE APPLICABLE TO EVERY APPROACH TO ANNOTATING VIDEO, AUDIO OR OTHER BEHAVIORAL STREAMS, AND THIS IS SOMETHING THAT HAS COME UP EARLIER, THIS CORPUS OF VIDEOS PROVIDES A GOLD STANDARD FOR MACHINE LEARNING ALGORITHMS THAT MAYBE ONE DAY COULD PROVIDE AUTOMATIC TRANSCRIPTION AND AUTOMATIC CODING OF BEHAVIORS AND AUTOMATIC IDENTIFICATION OF OBJECTS AND SO ON. AND THEY'VE ALREADY ACTUALLY TOLD US ABOUT SOME OF THESE CANADA APPLICATIONS. >> SO WE REALLY ARE JUST SLIGHTLY OFF SCHEDULE BUT I'M MINDFUL OF THERE BEING BURNING QUESTIONS THAT WE DEPARTMENT GET TO AND ALSO THE NEED FOR PEOPLE TO STAND UP, REFRESH THEMSELVES -- SO WHAT I'M GOING TO SUGGEST IS THAT IF YOU NEED TO STAND UP AND GET SOME COFFEE OR A SNACK, YOU DO THAT, KEEP YOUR EAR OPEN HERE FOR QUESTIONS THAT ARE GOING ON. IF YOU HAVE A BURNING QUESTION, YOU ASK IT AND THEN GO GET YOUR SNACK. DOES THAT SEEM REASONABLE? OKAY. I THINK WE'LL START INFRASTRUCTURE IN 10 MINUTES. DOES THAT MAKE SENSE? 2:25. OKAY. SO WE'LL START INFRASTRUCTURE AT 2:25. GREAT. QUESTION, COMMENT. >> THIS IS MEREDITH. I JUST HAVE A QUESTION ABOUT THE LANGUAGE CODING. I'M WORRIED THAT BY NOT INCLUDING GESTURE IN THE TRANSCRIPTION, WE'RE NOT REALLY GOING TO GET MUCH OF WHAT THE 12 MONTH OLD KNOWS, MOST 12 MONTH OLDS AREN'T SAYING WORDS THAT YOU WOULD COUNT AS WORDS AND I THINK THE COMMUNICATIVE GESTURES ARE GOING TO BE MORE INFORMATIVE OF THE GRUNTS OR THE CRIES, SO I GUESS I WASN'T THINKING THE GESTURE -- >> I JUST WANT TO CLARIFY, ABSOLUTELY, MEREDITH, I FEEL SO -- I JUST TOTALLY WANT THE GESTURES IN THERE, YOU THINK THERE'S A LOT OF PEOPLE WHO DO, AND WE ABSOLUTELY CAN REVISIT THAT AND REVISIT WITHIN -- WE HAVE A KIND OF 3-TO-1 RULE. AS YOU CAN IMAGINE, ONCE SOMETHING IS TRANSCRIBED, IT TAKES NO TIME AT ALL TO SAY THAT'S AN INTERROGATIVE. THE LANGUAGE PASS IS NOT TAKING THAT LONG IF THERE'S TIME TO FIT A SIMPLE EASY TO TRAIN GESTURE, WE CAN CONSIDER THAT. >> I THINK THAT'S A GREAT IDEA TOO BECAUSE THAT WILL BE ALSO OF INTEREST TO PEOPLE OUTSIDE OF LANGUAGE. >> ONE WAY THAT WE DO IT THAT'S ACTUALLY QUICKER, IF YOU INCORPORATE IT INTO THE TRANSCRIPTION PASS, NOT THE CODING. >> I WANTED TO SAY HAVING DONE THIS, I WOULDN'T EVEN ADVOCATE DOING IT AS PART OF THE TRANSCRIPTION PASS BECAUSE IT'S A COMPLETELY DIFFERENT THING YOUR ENCODER HAS TO PAY ATTENTION TO. IF THEY'RE DOING IT AT PURELY -- IF YOU HAVE TO TRAIN YOUR EYE TO SHIFT BETWEEN HAND GESTURES OR FACIAL GESTURES OR ANY OTHER, IT'S GOING TO SLOW THOSE DOWN. SO IT'S ANOTHER PATH ANYWAY, IF IT ENDS UP BEING QUICK TO DO FOR THE LANGUAGE PEOPLE, THEN DO IT, BUT I WOULDN'T ADVOCATE DOING IT WITH THE TRANSCRIPTION. >> WE DIDN'T KNOW HOW LONG IT WOULD TAKE, YOU KNOW, TO GET PEOPLE TRAINED AND TO HAVE THEM ACTUALLY CODE THE VIDEO, SO IT'S REALLY FAST TO USE THE LANGUAGE PASS, SO IF THERE'S ANOTHER THING THAT THE LANGUAGE GROUP WANTS TO DO, LIKE, INFANT GESTURES, YOU KNOW, IF WE CAN DO IT IN 90 MINUTES, YEAH. >> -- UNIVERSITY OF MIAMI. SO DOES THE TRANSCRIPTION ADHERE TO THE 3-TO-1 RULE? >> NO. >> OKAY. AND IS THERE -- IS THE DECISION NOT TO CODE ANY SORT OF EMOTION OR AFFECT CLOSED? >> SO TRANSCRIPTION IS NOT 3-TO-1 RIGHT NOW, BUT AS KAREN WAS SHOWING, IT'S CUT DOWN SIGNIFICANTLY FROM WHAT WOULD BE EXPECTED. SO MOST OF THE TIME IT'S 7 TO 9 HOURS, SOMETIMES IT COULD BE A LOT QUICKER IF YOU HAVE A VERY TASITURN CHILD, BUT THAT'S WHY THE TRANSCRIPTION IS BEING HANDLED BY THE PLAY TEAM WHEREAS THE LANGUAGE IS LIKE 1.5-TO-1. >> AND ABOUT EMOTION, SO IF WE WANT TO STICK TO THIS RULE OF EACH LAB'S BURDEN AS LIKE A HALFTIME PERSON FOR A SUMMER OR A SEMESTER, THEN HAVING, YOU KNOW, I FORGET IF YOU'RE FOUR OR FIVE EMOTION PEOPLE, THAT'S TOO BIG A BURDEN FOR YOU GUY, BUT IF SOME OF THE OTHER EXPERT GROUPS -- THERE'S ENOUGH PEOPLE IF SOME OF THE OTHER EXPERT GROUPS WANTED TO GET TOGETHER AND DO AN EMOTION PASS, THAT WOULD BE POSSIBLE, OR IF THEY WANT TODAY GET TOGETHER AND DO A GENDER PASS, THAT WOULD BE POSSIBLE, OR ANY OTHER PASS, BUT WE CAN'T ADD, YOU KNOW, 10 MORE EMOTION PEOPLE JUST BECAUSE OF THE CONSTRAINTS ON HOW MANY PEOPLE WE CAN SUPPORT IN THE PROJECT. >> SO IF I'M UNDERSTANDING CORRECTLY, THERE'S NO OFFSETS ON THE OTHER INSTANCE, IS THAT CORRECT? THERE'S JUST ON SETS? SO -- >> IT'S TAGGING A TIME AS CLOSE TO THE BEGINNING OF THE ONSET AS POSSIBLE, SO IT'S A SINGLE TIME. >> OKAY. WE WERE HAVING A LONG CONVERSATION ABOUT THIS LAST NIGHT. NOW THAT I'M SEEING HOW THE CODING IS TAKING PLACE, YOU THUNK I HAVE A BETTER UNDERSTANDING OF WHY YOU'RE DOING IT THAT WAY, BUT NONETHELESS, I WOULD TRADE ALL OF THE CURRENT CODING THAT YOU HAVE IN THE LANGUAGE PASS FOR OFFSETS, BECAUSE IF YOU THINK ABOUT THINGS LIKE MACHINE LEARNING AND ANY SORT OF SEMI AUTOMATED ANNOTATION OF LANGUAGE, THAT WILL GET A WHOLE MUCH BETTER IF YOU HAVE OFFSETS. I THINK IT'S REALLY, REALLY CRITICAL. THE OTHER THING IS A SOMEWHAT RELATED QUESTION WHICH IS HOW OVERLAP IS HANDLED. >> LET ME JUST ANSWER ABOUT THE UTTERANCES. IT TURNS OUT MOST OF THE UTTERANCES ARE SUPER SHORT, SO FINDING OUT -- IT'S ONE WORD OR A HANDFUL OF WORDS, THAT'S HOW LONG EACH UTTERANCE IS, SO IN A SENSE, YOU CAN JUST SORT OF PICK THE AVERAGE UTTERANCE LENGTH AND USE THAT. TRYING TO GO FRAME BY FRAME AND RAMPING IN AND OUT OF THE UTTERANCE TO GET THE EXACT VIDEO FRAME WHEN THE UTTERANCE BEGINS AND ENDS IS SOMETHING THAT WOULD BE SUPER ONEROUS IN DATAVYU. OVERLAP. >> I JUST WANT TO ALSO SAY, I DID ORNLLY TRY DOING ON SETS AND OFFSETS. THE THING IS, YOU CAN'T GET RELIABLE ON IT. THE TIME THAT THE ACTUAL DURATION OF 90% OF THE UTTERANCES IS SO SHORT THAT IF YOU GAVE YOUR CODERS A 100 MILLISECOND WINDOW OR ONE FRAME WINDOW, THEY'D MISS THE ONSET AND THE OFFSET ALREADY. SO YOU CAN'T EVEN GET PEOPLE RELIABLE TO THE DEGREE YOU NEED IN ORDER TO DO THAT FROM 90% OF THE UTTERANCES, WHICH IS UNFORTUNATE BUT IT'S KIND OF THE REALITY OF DOING THAT MUCH CODING. >> I THINK WE HAD A QUESTION BACK HERE. >> WHEN THIS OVERLAP BETWEEN THE MOM AND THE BABY, BECAUSE YOU'RE DOING -- WHEN YOU'RE DOING THE ACTUAL TAGGING OF THE UTTERANCES, YOU JUST DO ONE OR THE OTHER AND YOU TRY TO PRESERVE THE ORDER SO WHENEVER YOU'RE GOING BACK AND LISTENING TO IT AGAIN, IN DOING THE TRANSCRIPTION PHASE, OCCASIONALLY YOU MAY HEAR I TAGGED THE MOM BEFORE THE BABY, SO PART OF THE CODER'S INSTRUCTIONS IS TO RE-LISTEN TO GET THAT CORRECT SO THE TEMPORAL ORDERING IS PRESERVED AND IT'S BECAUSE THOSE POINT CELLS, THERE'S NEVER ANY TIME WHERE YOU'RE GOING TO BE SURE WITH, BUT IF YOU CARE ABOUT THOSE VERY FINE GRAIN THINGS, YOU'LL BE ABLE TO PULL THOSE TIMES OUT USING SCRIPTING AND MINE THOSE LATER AS WELL. >> -- FROM PENN STATE, I WANTED TO FOLLOW UP ON THE COMMENT ABOUT EMOTION. SO WE'VE BEEN HAVING SOME SIDE CONVERSATIONS ONLINE FOR PEOPLE INTERESTED IN TEMPERAMENT AND EMOTION. WE'RE TRYING TO FIGURE OUT IF WE CAN BOOTSTRAP OFF OF SOME OF THE LANGUAGE AND BEHAVIOR CODING TO THEN GO BACK AND LAYER ON OUR TYPICAL EMOTION CODES. I KNOW WE WON'T BE ABLE TO DO FINE GRAIN FAX CODING BECAUSE OF THE VIDEO BUT THERE ARE SYSTEMS THAT LOOK AT THE LARGE BODY, EVEN THE VIDEOS WE'VE BEEN SEEING, YOU SEE -- SMILES, POSITIVE VOKIZATIONS, NEGATIVE VOKIZATIONS, SO I THINK IF A SUBGROUP OF US ARE INTERESTED IN THE TEM PERMT AND EMOTION -- CAN GET TOGETHER AND MAYBE BRING IN SECONDARY CODERS WHO DO JUST THAT, I THINK WE CAN ADD THAT TO THE CORPUS OF DATA. THESE BABIES EMOTE ALL THE TIME, SO I THINK WE SHOULD HAVE THAT DATA. EXPWR TO BUILTO BUILD ON WHAT THEY WERE SAYING, WE'VE BEEN TEXTING FURIOUSLY, DID YOU GUYS EVER CONSIDER AS A FOUNDATIONAL CODE -- THE ANSWER IS PROBABLY GOING TO BE NO BECAUSE IT WOULD TAKE TOO LONG, BUT WHETHER THE BABY IS LOOKING -- LIKE WHAT THE BABY IS LOOKING AT, EITHER THE MOM, AN AN OBJECT OR SOMETHING ELSE. I CAN SEE THAT AS FOUNDATIONAL, I CAN SEE US SORTING BY -- IF THE MOM AND THE BABY ARE LOOKING AT EACH OTHER, THEN YOU WOULD WANT TO CODE EMOTION THERE, OR IF THE MOM AND THE BABY ARE BOTH LOOKING AT AN OBJECT, YOU KNOW WHAT I MEAN? AND IT'S SOMETHING THAT ANYBODY SHOULD BE ABLE TO CODE, NOT PARTICULAR TO A FREUP. >> IT CAME UP IN THE OBJECT WEBINAR. >> I JUST WANT TO MAKE A COMMENT. WE'RE GOING TO BE ON A HUGE MISSION TO GENERATE FUNDING FOR ALL OF THIS, RIGHT? I THINK TO THE EXTENT THAT THERE ARE FABULOUS -- I MEAN, IF THESE GROUPS, THESE OTHER SUBGROUPS, THE MOTION, RIGHT, AND THE GESTURE AND SO FORTH COULD GENERATE SOME REALLY GOOD CODES THAT ARE WORKING WITH OUR PILOT, YOU KNOW, DATA AND WE COULD KIND OF ADD THAT, I COULD SEE MODULES GETTING FUNDED BY DIFFERENT -- >> -- AMY FROM EMORY. I HAD TWO QUESTIONS THAT I THINK ARE RELATED TO SOME OF THESE THINGS. ONE IS, SO TO THE EXTENT THAT THERE ARE ROGUE GROUPS GOING UP AND DOING THEIR OPEN CODIN OWN CODING, WHAT'S THE MECHANISM FOR INTEGRATING THAT INFORMATION? >> THAT WILL COME IN THE VERY NEXT PRESENTATION. I WANT TO MAKE SURE WE SAVE TIME TO DO THAT. >> OKAY. BECAUSE IT DOES SEEM LIKE THAT SHOULD BE IMPORTANT. I RARELY COME UP WITH A QUESTION THAT YOU GUYS HAVEN'T ALREADY THOUGHT ABOUT. >> YOU DO. >> THE OTHER ONE WAS A MORE JEP QUESTIONGENERAL QUESTION, IT SOUNDS LIKE THE ANSWER TO THE MOTION SIDE IS YES, BUT SOUNDS LIKE THERE'S NOT GOING TO BE THIS -- FOR GENDER, WHATEVER, BUT THE SOCIAL AND EMOTIONAL FOLKS ARE SATISFIED THAT THE AMOUNT AND TYPE OF DATA THAT ARE GOING TO BE GENERATED FROM THE VIDEO RECORDINGS ARE GOING TO BE SUFFICIENT TO EXTRACT USEFUL INFORMATION. >> THAT WAS THE HOPE AND THE ASSUMPTION. I MEAN, IF WE HAVE DONE ANYTHING TO MAKE THESE VIDEOS -- WHEN YOU WATCH THEM ON DATAVYU OR LOOK AT THEM ON THE WIKI, IF THERE'S ANYTHING THAT MAKES THEM SEEM LIKE THEY WOULDN'T BE USABLE TO YOUR GROUPS, WE NEED TO KNOW NOW, BECAUSE THAT WHOLE IDEA OF HAVING THESE OTHER EXPERT GROUPS WAS TO MAKE SURE THAT SOMEONE ELSE SOMEWHERE DOWN THE LINE, INCLUDING THOSE SPECIFIC PEOPLE, COULD DO ADDITIONAL PASSES AND CODE EMOTION OR GENDER OR WHATEVER. >> I'M GOING TO APOLOGIZE THIS IS A BIT OFF TO PICK BUT AS A -- I HAD PALPITATIONS EVERY TIME I SAW THE BABY AND THE BLUE COUCH AND THE WINDOW SILL, I DIDN'T KNOW IF YOU OBSERVE SOMETHING THAT'S UNSAFE. I COULDN'T TELL WHETHER THERE WERE WINDOW GUARDS OR THAT BABY HAD CLIMBED UP ON THAT NICE WIDE WINDOW SILL AND FALL RIGHT OUT. 3,000 SQUARE FOOT HOUSE, THERE'S GOING TO BE SITUATIONS LIKE THAT AS WELL. >> YEAH, THAT'S -- THAT IS SUCH A GOOD QUESTION, AND WE'RE GOING TO -- THAT'S A POLICY QUESTION. BECAUSE I ACTUALLY DON'T KNOW THE ANSWER. I MEAN, I KNOW IF THE BABY COMES INTO YOUR LAB OR IF YOU'RE DOING A STUDY AND YOU SEE LIKE THERE ARE CERTAIN THINGS YOU HAVE TO GO STRAIGHT TO SOCIAL SERVICES, BUT I DON'T KNOW ABOUT GOING THROUGH THE HOME AND THEN SEEING LIKE, LEAD, WINDOW GUARD, YOU KNOW, 911. I DON'T KNOW. >> WE'RE GOING TO TAKE THIS ONE LAST QUESTION AND MOVE ON TO INFRASTRUCTURE. I ALSO JUST WANT TO SAY, I THUNK WHAT WE'VE LEARNED, WE DID ANTICIPATE THIS, BUT WE'RE GOING TO NEED PROBABLY AN ADDITIONAL SORT OF DISCUSSION WHETHER IT'S EMAIL OR THROUGH SOME SORT OF SKYPE OR GOOGLE HANGOUT OR WEBINAR TYPE OF FRAMEWORK TO DIG DOWN ON EACH OF THESE ISSUE, INCLUDING THE THINGS THAT I THINK MIGHT MEAN EXPANDING BEYOND WHAT WE'VE TALKED ABOUT. SO PROMISE WE HEAR YOU, WE LOVE THE ENTHUSIASM IN THE QUESTIONS, WE WANT TO COME UP WITH CONSENSUS ANSWERS, AND SO LET'S CONSIDER THIS THE BEGINNING OF THAT KFERTION. BUT I'M GOING TO LET LULU HAVE HER POINT AND THEN WE'LL MOVE ON. >> REALLY QUICKLY, ARE WE GOING TO TAG THE LANGUAGE, NOW THAT WE'RE GOING TO INCLUDE BILINGUAL OR OTHER LANGUAGE -- SPANISH? ARE WE GOING TO CODE THAT IN UTTERANCE -- >> CATHY, IS THE UTTERANCE GOING TO SAY SPANISH, UNO, AND ENGLISH, ONE, OR IS IT GOING TO -- >> [INAUDIBLE] >> THAT WOULD ALSO BE SOMETHING THAT WOULD BE EASY FOR THE LANGUAGE PEOPLE TO DO. YOU LANGUAGE FOLKS MIGHT -- HOW REPRESENTATIVE IT IS FOR BILINGUAL FAMILY TO BE WORD TO WORD, SWITCHING BETWEEN THEIR TWO LANGUAGES. IT WOULD BE NICE IF THEY WOULD JUST, LIKE, STICK ON THEIR ONE LANGUAGE. SHOULD I KEEP GOING? I WANT TO TELL BUT THE PLAY INFRASTRUCTURE. I HOPE THAT YOU CAN SEE, BECAUSE IT HAS NEARLY KILLED US, THAT WE DID A LOT OF BACKGROUND WORK TRYING TO PUT TOGETHER THE PROTOCOL BASED ON EVERYBODY'S INPUT AND ADVICE AND THOUGHTS AND IDEAS AND SEEING THINGS FOR THE FOUNDATIONAL CODE, SO WE ACTUALLY TRIED EVERYTHING OUT OVER AND OVER AND OVER AGAIN, PRETTY GOOD, PRETTY MUCH THERE, I'M TAKING NOTES GOING, MAN, WE'RE GOING TO HAVE TO GET SOME OTHER THING SO WE CAN ACTUALLY GET BETTER GOLD STANDARDS, ET CETERA. WE'VE DONE A LOT OF THINKING ABOUT THE INFRASTRUCTURE THAT WOULD BE REQUIRED TO PULL THIS THING OFF. BUT WE HAVE NOT DONE ANY REAL DOING. SO WE REALLY WANT TO HEAR YOUR THOUGHTS ABOUT THIS. SO WE HAVE THREE LONG TERM GOALS. FIRST WE WANT TO HAVE 900 SUPER HIGH QUALITY SESSIONS THAT CAN BE OPENLY SHARED. SECOND, AND I THINK THIS IS REALLY IMPORTANT, WE WANT EVERYONE IN THE LAUNCH GROUP TO HAVE A REALLY GREAT EXPERIENCE DOING THIS. LIKE YOU SHOULD HAVE A GREAT EXPERIENCE WITH THE SYNERGISTIC MODEL AND BE LIKE, YES, SYNERGISTIC MODELS! AND YOU SHOULD HAVE A GREAT EXPERIENCE GETTING DEEP DOWN INTO BEHAVIOR BASED VIDEO ANALYSIS. SO WHAT WE DO NOT WANT IS ANYONE TO HAVE BAD FEELINGS, WE DON'T WANT THEM TO FEEL EMBARRASSED, WE DON'T WANT THEM TO FEEL MARGINALIZED. AND WE WANT TO MAKE SURE THAT THE RESPONSIBILITY IS DISTRIBUTED WITH THE NECESSARY SUPPORTS. SO THINGS ARE GOING TO HAPPEN THAT WILL INTERFERE WITH PEOPLE'S ABILITY TO CARRY OUT WHAT THEY THOUGHT THEY WERE GOING TO DO AND WHAT THEY SAID THEY WERE GOING TO DO, OR MAYBE THE PERSON THEY HIRE FOR THE SUMMER TURNS OUT TO BE A TOTAL DUD OR WHATEVER, AND I DON'T WANT ANY BAD FEELINGS. I THINK -- I DON'T REALLY WANT THIS BUT I DON'T HAVE A BETTER SOLUTION, BUT IF YOU COULD REMOVE ME AND CATHY AND RICK FROM THE PLAY TEAM, IT WOULD BE BETTER FOR THE LAUNCH GROUP MEMBERS TO BE ANGRY, NOT ALLOWING THEIR SESSION TO PASS QUALITY ASEUSHES, THAN FOR, YOU KNOW, LISA'S LAB TO SAY, OH, LANA, YOUR PERSON DIDN'T CODE THAT WELL AND NOW I CAN'T GET RELIABILITY WITH UL OR SOMETHING LIKE THAT. I WOULD MUCH RATHER HAVE THE PLAY TEAM SAYING LANA, YOUR PERSON IS NOT RELIABLE. WE WANT ALL THE LAUNCHEES TO FEEL TOTALLY HAPPY ABOUT THEIR WHOLE EXPERIENCE AND NOT TO EVER FEEL EMBARRASSED OR MARGINALIZED, SO THIS IS REALLY IMPORTANT TO ME. AND WE WANT EVERYONE TO HAVE TRUBY-I TRUE BUY-IN FOR ROW USE AND VIDEO CODING SO AFTER THIS, YOU'RE DIPPING BACK INTO THE PLAY DATASET AND CREATING YOUR OWN THINGS AND REUSING YOUR OWN VIDEOS AND OTHER VIDEOS AND SO ON, AND, YOU KNOW, BEHAVIOR BANK JUST GROWS AND GROWS AND GROWS, AND WE WANT PEOPLE TO LEAVE WITH THE KIND OF APPRECIATION -- I KNOW THAT EVERYONE WHO CROSSED OVER AND WENT TO EACH OTHER'S WEBINAR, WE WERE ALL KIND OF -- THIS IS SO COOL, LIKE, IT'S REALLY, REALLY NEAT TO HEAR YOUR COLLEAGUES' IDEAS, AND TO BE ABLE TO LEVERAGE THEIR EXPERTISE. SO HERE'S THE WHOLE INFRASTRUCTURE THAT WE ARE CONSIDERING. IT REALLY LOOKS BETTER OVER THERE. IT HAS GOT TRAINING FOR THE PROTOCOL AND DATA -- AND CODES AND DATAVYU, IT'S GOT QUALITY ASSURANCE, TRANSCRIPTION, INTEROBSERVER RELIABILITY, DATA COLLECTION, DATA CODING, THE FOUNDATIONAL CODING PASSES, AND THEN USE, RE-USE AND DISSEMINATION. HERE I'M HIGHLIGHTING IN BLACK THE PARTS OF THE INFRASTRUCTURE THAT THE LAUNCH GROUP WOULD BE RESPONSIBLE FOR. SO THE LAUNCH GROUP WOULD BE RESPONSIBLE FOR THE DATA COLLECTION, FOR THE FOUNDATIONAL CODING PASSES, MAYBE WE HAVE ANOTHER ONE OR MAYBE WE ADD ON GESTURE TO LANG LANGUAGE, BUT THEY'RE RESPONSIBLE FOR THE FOUNDATIONAL CODING PASSES AND THEY ARE RESPONSIBLE FOR USING, REUSING AND DISSEMINATING THE DATA. HERE I'M HIGHLIGHTING EVERYTHING THAT WE ARE ENVISIONING, COULD OR SHOULD BE CENTRALLY ADMINISTERED. SO ALL THE TRAINING ON THE PROTOCOL AND HOW TO USE DATA BRY, HOW TO USE TRAINING ON THE CODES AND HOW TO USE DATAVYU, THE QUALITY ASSURANCE ON THE DATA COLLECTIONS COMING FROM THE LAUNCH GROUPS, SO IF ONE OF OUR GOALS IS TO HAVE 900 HIGH QUALITY VIDEOS, SOMEBODY HAS TO MAKE SURE THAT THEY HAVE PASSED QUALITY ASSURANCE. THE TRANSCRIPTION ON THE VIDEOS, THE INTEROBSERVER RELIABILITY, AND THEN STORING AND SERVING THE PLAY DATA TO THE LAUNCH GROUP AND THEN LATER TO AUTHORIZED RESEARCHERS. SO LET'S TALK ABOUT TRAINING ON THE PROTOCOL AND ON DATABRARY. THERE'S NO WAY WE CAN SEND TRAINERS TO EACH SITE, SO THE PLAY TRAINERS WOULD HAVE TO WORK REMOTELY WITH THE LAB. SO THEY COULD WORK REMOTELY WITH THE LABS AND VIDEO CONFERENCE CALLS TO EACH LAB INDIVIDUALLY, MAYBE WE COULD DO IT IN SMALL GROUPS. IMAGINE THAT WE HAVE A PERFECT WIKI WITH THE PERFECT SCHEDULING SCRIPTS AND THE PERFECT VIDEOS, ET CETERA, WE WOULD USE THAT WIKI, WE WOULD TALK THE TRAINEE IN THESE LABS THROUGH EACH ASPECT OF THE PROTOCOL, WE COULD ROLL PLAY THE SPARE MEN TE THE PARENTS, WE COULD DO RUN THROUGHS WITH EACH PIECE OF QIMENT AND WITH THE APP. THEN FINALLY -- SORRY -- WHEN THE LAB TRAINEE FEELS READY TO TRY IT, WE WOULD SEND THEM OUT FOR A DATA COLLECTION, AND THEN FOR EACH PART OF THE DATA COLLECTION, THE INSTRUCTIONS, THE SCHEDULING, THE VIDEO, THE NATURAL VIDEOS, YOU KNOW, STRUCTURED PLAY VIDEO, THE META DATA, WE COULD GO THROUGH EACH OF THOSE PARTS OF THE DATA COLLECTION AND GIVE THE TRAINEE FEEDBACK AND INSTRUCTIONS AND ADVICE UNTIL THE TRAINEE HAS ACHIEVED FIDELITY TO THE PROTOCOL. I DON'T IMAGINE FROM YOUR GUYS LABS THAT THE PILOT SESSIONS WOULD BE WASTED. THERE WILL BE PORTIONS OF THOSE SESSIONS THAT HAVE PERFECTLY WONDERFUL DATA, AND EVEN THE THINGS THAT MAYBE AREN'T ADHERING TO THE PLAY PROTOCOL WOULD STILL BE INTERESTING TO SOMEONE. I MEAN, THAT'S GENERALLY TRUE, ON DATABRARY, WE'RE ENCOURAGING PEOPLE TO PUT PRELIMINARY AND PILOT DATA UP BECAUSE IF YOU'RE NOT GOING TO SHARE IT, THOSE DATA ARE NEVER GOING TO SEE THE LIGHT OF DAY AND IF IT'S NOT USEFUL TO YOU, IT MIGHT BE USEFUL TO SOMEONE ELSE SMS SO IF WE CAN FIND A WAY TO SHARE IT WITHOUT -- IT'S CALLED PILOT BECAUSE I DIDN'T KNOW HOW TO DO IT. IF THERE'S A WAY TO DO IT SO WE DON'T FEEL EMBARRASSED BUT WE CAN SHARE IT, THEN THOSE DATA WON'T BE WASTED. SO -- YES. SO WOULD THOSE TRAINING SESSIONS BE IN ADDITION TO YOUR 30 SESSIONS? >> YES. I DON'T THINK ANYONE CAN DO IT PERFECTLY THE FIRST TIME. WE HAD TO CHANGE THINGS. EVEN IF WE WERE PERFECT ON THE TRAINING SIDE, >> RIGHT, I'M JUST WANTING TO MAKE SURE -- I UNDERSTAND -- SO THE COMMITMENT IS 30 SESSIONS ONCE YOU'RE TRAINED -- >> 30 GOOD SESSIONS. >> SO THEN IT MAY TAKE YOU TWO TO FIVE SESSIONS TO GET -- >> AND THERE MIGHT BE LIKE -- WHEN THE MOM IS LIKE, WHAT, EVEN THOUGH YOU TOLD ME EVERY SINGLE THING ON THE PHONE, I DON'T WANT TO DO IT ANYMORE, AND THEN IT WON'T WORK, OR YOU GO OUT THERE AND THEY TOTALLY BLITZ OUT, OR THE APP BREAKS, SO IT'S GOING TO TAKE MORE THAN 30 SESSIONS TO GET 30 GOOD SESSIONS. TOTAL INFRASTRUCTURE VOLUME, FOR TRAINING ON THE PROTOCOL, FOR THE REAL DATA COLLECTION SESSION, I THINK THAT AFTER EACH SESSION, AS CLOSE AS POSSIBLE TO AFTER EACH SESSION, THE PLAY TEAM WOULD DO QUALITY ASSURANCE. YOU WANT TO DO IT AS CLOSE AS POSSIBLE BECAUSE WHAT IF YOU THOUGHT THE PERSON WAS TOTALLY TRAINED AND NOW THEY DID OUT AND COLLECT 10 SESSIONS, IT'S LIKE, NO, YOU'RE NOT DOING THE LOCOMOTION INTERVIEW RIGHT. SO YOU WANT TO DO IT AS CLOSE AS POSSIBLE UNTIL THE MINUTE IT GETS UPLOADED, AND THAT MEANS WE HAVE TO HAVE PLAY STAFF WHO ARE THERE AND KNOW HOW TO CHECK, BUT SO AFTER EACH SESSION GETS UPLOADED, THE PLAY TEAM DID QUALITY ASSURANCE. IF ALL THE IMPORTANT PARTS OF THE DATA COLLECTION, I HAVE NO IDEA WHAT THAT MEANS, WE WON'T HAVE TO HAMMER IT OUT LIKE I DON'T KNOW WHAT QUALITY ASSURANCE MEANS, BUT JUST ASSUME IT MEANS LIKE WE ALL RE -- THUMBS UP, THEN IT PASSES Q.A., AND IT WOULD PASS TO THE PLAY VOLUME. AND ASSUME THAT IF A SESSION PASSES QUALITY ASSURANCE, IT'S GOING TO END UP IN THE PLAY VOLUME. CODING IS SOMETHING THEY CAN ALWAYS FIX. YOU CAN GO BACK AND RE-ASK THE QUESTIONS. IF FOR SOME REASON THE DATA SESSION DOES NOT PASS QUALITY ASSURANCE, IT HAS TO GO SOMEPLACE ELSE, AND I DON'T KNOW WHERE IT SHOULD GO. ONE POSSIBILITY IS IT COULD GO INTO A VOLUME THAT P.I. OWNS SO IT CAN GO INTO YOUR PRIVATE VOLUME AND CAN YOU DO WHATEVER YOU WANT WITH IT, OR IT CAN GO INTO A SHARED VOLUME BUT IT JUST ISN'T GETTING TAGGED AS SORT OF A PLAY Q.A.'D SESSION AND IT'S NOT GOING TO GET CODED AS PART OF THE PLAY PROJECT. BUT IT COULD STILL BE SHARED. >> I HAVE A QUESTION ABOUT SAMPLING. IT LOOKED LIKE WE WERE MOVING BEYOND DATA COLLECTION SO I JUST WANTED TO MAKE SURE WE TACKLED THIS BRIEFLY. IS NOW A GOOD TIME OR WILL YOU COME BACK TO THAT, TO SAMPLING, AND HOW TO SELECT THESE 30 FAMILIES PER SITE. >> [INAUDIBLE] >> SO GOOD TIME THEN. >> HOLD IT UNTIL THE GENERAL DISCUSSION. >> OKAY. >> SO TO REITERATE, ONLY AND ALL -- CAN YOU SAY THAT -- DATA COLLECTIONS THAT HAVE QUALITY ASSURANCE ARE GOING TO GO INTO THE PLAY VOLUME, AND ALL DATA COLLECTION, EVEN THOSE DATA COLLECTIONS THAT FAIL QUALITY ASSURANCE ON WHATEVER THAT MEANS FOR PLAY, LAKELY CONTAIN SOME USABLE DATA FOR SOMEONE AND THESE SESSIONS CAN GO SOMEWHERE EITHER BACK TO THE P.I.'S VOLUMES OR INTO A SHARED VOLUME FOR THE LAUNCH GROUP. TRAINING ON THE FOUNDATIONAL CODES AND ON DATAVYU. SO THE PLAY TRAINERS, THERE WILL BE PLAY TRAINERS WHO HAVE DEEP EXPERTISE IN USING THE DATAVYU SOFTWARE, AND THEY WILL ALSO HAVE DEEP EXPERTISE IN THE CONTENT DOMAIN. SO I AM PICTURING IN MY FANTASY THESE TRAINERS ON THE CODES ARE PEOPLE LIKE POSTDOC LEVEL PEOPLE THAT REALLY UNDERSTAND THINGS ABOUT LANGUAGE AND ABOUT OBJECTS AND ABOUT LOCOMOTION SO THAT THEY CAN REALLY ANSWER PEOPLE'S QUESTIONS. SO EXPERTISE IN DATAVYU AND IN THE DOMAIN, THEY WILL WORK REMOTELY WITH THE LABS, THEY'LL USE THE WIKI AND GOLD STANDARD VIDEOS AND GOLD STANDARD DAY A VIEW SPREADSHEETS THAT HAVE ALSO PASSED INTEROBSERVER RELIABILITY AND THEY WILL ITERATE UNTIL THE TRAINEE ACHIEVES RELIABILITY. I THINK THAT -- I'M JUST MAKING ALL THIS UP, BUT I THINK THIS IS A GOOD IDEA. I THINK THAT THE SESSIONS SHOULD BE DISPERSED ACROSS LABS TO AVOID LAB CONFOUNDS, SO MAYBE -- LAB -- SHE'S NOT GOING TO CODE THE 30 SESSIONS THAT SHE COLLECTED AS PART OF HER -- THE PLAY TEAM WILL KIND OF ASSIGN OUT SO THAT -- YOU GET THAT. IT'S LIKE DISPERSED ACROSS THE LABS. CODES CAN BE DONE SIMULTANEOUSLY BY DIFFERENT LABS WHO ARE WORKING ON DIFFERENT CODES. SO STAY SEES LAB COULD BE CODING OBJECT PLAY WHILE LETTI'S LAB IS CODING LANGUAGE AND IT REALLY IS LIKE A BUTTON PRESS TO JUST SHOVE THOSE INTO -- OKAY. THE ONLY THING THAT HAS TO HAPPEN IN SEQUENCE IS TRANSCRIPTION HAS TO HAPPEN BEFORE LANGUAGE CODING, BUT IF TRANSCRIPTION ENDS UP BEING DONE BY THE PLAY TEAM, THAT WOULD BE ON US, NOT ON YOU, AND YOU'RE JUST WAITING TO GET YOUR STUFF TO CODE. THEN INTEROBSERVER RELIABILITY. INTEROBSERVER RELIABILITY IS SUPER TORN. IT ENSURES FIDELITY TO THE FOUNDATIONAL CODES. I THINK WE SHOULD HOUSE THE RELIABILITY CODERS CENTRALLY AT PLAY RATHER THAN HAVING THE LABS DO IT AGAINST EACH OTHER BECAUSE WHAT IF, YOU KNOW, THERE'S A PROBLEM. I DON'T WANT ANY CONFLICT AMONG MEMBERS OF THE LAUNCH GROUP. SO RELIABILITY WILL BE CONDUCTED AT THE FILE IS UP LOADED. A GOOD WAY TO THINK ABOUT RELIABILITY IS 25% OF EACH VIDEO, BUT IT'S AN HOUR-LONG VIDEO, SO WHAT 25% OF THAT VIDEO, ONE IDEA IS IF YOU BREAK IT UP INTO 20-MINUTE SEGMENTS AND DO FIVE MINUTES OUT OF EACH 20-MINUTE SEGMENT, AGAIN, THAT'S LIKE -- LIKE DATAVYU DOES THIS ALL THE TIME, YOU JUST PUSH A BULL TON, THE SCRIPT WILL FIND FIVE MINUTES RAM DOMLY IN THESE 20 MINUTE SEGMENTS SO YOU'D AT LEAST HAVE SOME IDEA THAT FOR EACH PORTION OF THE VIDEO, THE CODER IS RO RELIABLE AND THAT PREVENTS CODER FROM THINKING THEY'RE NOT DOING RELIABILITY ON MY SESSION OR THEY'RE ONLY GETTING RELIABILITY IN THE BEGINNING SO I CAN GET SLOPPY TOWARD THE END OR WHATEVER. WE WOULD HAVE TO HAVE SOME STANDARD THAT WE WOULD HAVE TO AGREE ON, LIKE WHAT DOES IT MEAN TO BE RELIABLE. IN OUR FIELD, THERE ARE NO GOLD STANDARDS FOR THIS, SO AS THE LAUB CH GROUP, W LAUNCH GROUP, WE COULD SAY THIS PERCENTAGE OF AGREEMENT AND THIS CORRELATION COEFFICIENT ON DURATION, WHATEVER WE WANT, THESE WOULD BE STRONG STANDARDS FOR INTEROBSERVER RELIABILITY, AND MAYBE IF WE INSTITUTED STANDARDS OF, YOU KNOW, A SUBSTANTIAL NUMBER OF INFANCY RESEARCHERS, THAT COULD BE SOMETHING THAT COULD BE PICKED UP BY THE FIELD. AMEND WE CAN DAND WE CAN DO RELIABILITY CHECKS SIMULTANEOUSLY. IF THE RELIABILITY CHECK IS UNACCEPTABLE, THE PERSON IN THE LAB CAN GET RETRAINED AND RETRAINED ON NEW VIDEOS. THERE'S PLENTY OF VIDEOS TO GO AROUND. THAT IS NOT OUR PROBLEM. FOR THIS SLIDE, I'M FOCUSING ON THE ARROWS. WE'RE FOCUSING ON THE BLACK ARROW, THE GREEN ARROWS AND THE RED PATH. SO THE LABS ARE UPLOADING THE SESSIONS AFTER EACH DATA COLLECTION, AND THE LABS ARE UPLOADING THE SPREADSHEETS AFTER EACH CODING PASS. THEY UP LOAD THE DATA COLLECTION AND IT GOES FOR QUALITY ASSURANCE TO THE PLAY TEAM. PLAY TEAM THEN PASSES THE VIDEOS EITHER TO LABS FOR CODING, TO THE PLAY TEAM FOR TRANSCRIPTION, AND THEN TO CODING, OR IT SAYS YOU FAILED Q.A. AND YOU'RE GOING INTO SOME OTHER VOLUME. THE PLAY TEAM WILL CONDUCT INTERRATER RELIABILITY, IT GETS PUSHED INTO THE PLAY VOLUME. AND THE FINAL BLACK ARROWS ARE THE LAUNCH GROUP MEMBERS USING AND REUSING THE DATA. SO LET'S TALK ABOUT USE AND RE-USE AND DISSEMINATION. I GUESS THIS IS GOING BACK TO MIKE'S QUESTION. I THINK THE IDEA S -- I DON'T WANT LABS -- THIS INFRASTRUCTURE WOULD ENABLE COLLABORATION BUT I DON'T WANT TO REQUIRE IT. I DON'T THINK THAT THE LABS SHOULD HAVE TO VET THEIR QUESTIONS BY ANYONE ELSE IN THE LAUNCH GROUP OR BY ANY AGENCY OR BY CERTAINLY NOT BY THE PLAY TEAM. AND I THINK THE LABS SHOULD BE ALLOWED TO DO ANY FURTHER CODING OR ANA ANALYSES THAT THEY WANT ON THESE DATA. BUT EACH LAB SHOULD COMMIT TO WRITING AT LEAST ONE ARTICLE FROM THE PLAY VOLUME SO THEY COULD USE ALL 900 SESSIONS, THEY COULD USE A SUBSET, THEY COULD INTEGRATE DATA FROM THE PLAY VOLUME WITH DATA THAT'S COLLECTED SOMEWHERE ELSE, SO HOW THEY USE THE PLAY DATA IS TOTALLY UP TO THE LAB. >> SO THIS IS WHERE SOMEBODY'S QUESTION ABOUT COORDINATION BECOMES CRITICAL, BECAUSE OF TOPICS THAT EACH LAB IS GOING TO DO. SO WHAT IF I DECIDE I WANT TO LOOK AT PARENTS, YOU KNOW, EARLY VERB USE IN CONNECTION WITH THE KIDS MOTION, AND SOMEBODY -- AND MARIONELLA COMES UP WITH THE SAME QUESTION, RIGHT? SO IF WE DIDN'T COORDINATE, THEN WE MIGHT EITHER COME UP WITH THE EXACT SAME STUDY, YOU KNOW, OR SOME -- OR TWO -- >> I THINK WE SHOULD TALK ABOUT IT BUT WE ACTUALLY HAVE THOUGHT A LOT ABOUT IT. I'M NOT SURE -- I WOULD SO STRONGLY BET THAT YOU AND MARIONELLA WOULD NOT BE WRITING THE SAME PAPER OR DOING EXACTLY THE SAME ANALYSIS, AND THAT YOUR ADETION DIGGSAL CODES, THE WAY YOU'RE GOING TO BE LOOKING AT VERBS IS GOING TO BE DIFFERENT, AND I WOULD RATHER SEE A BEAUTIFUL PAPER ON THE SAME SORT OF GENERAL TOPIC, I KNOW MEMBERS OF THE LOCOMOTION GROUP HAVE SIMILAR IDEAS TO THINGS THAT I'VE THOUGHT OF, BUT WE'RE ALL SMART AND WE WRITE DIFFERENTLY AND THINK DIFFERENTLY, SO IF YOU SOMEHOW -- I DON'T KNOW HOW CLOSE -- YOU COULD SAY, MARIONELLA, YOU THINK YOU WANT TO -- DA DA DA ON VERB MANNER AND MOVEMENT AND COLLABORATE IF YOU WANT TO, BUT I THINK IT WOULD BE TOTALLY FINE IF YOU DIDN'T COORDINATE AND YOU JUST INDEPENDENTLY DID YOUR THING, AND IF MARIONELLA BEAT YOU TO PUBLICATION, YOU'LL BE READING HER PAPER AND THEN JUST LIKE IT HAPPENS, NOW IN EVERYDAY LIFE, YOU KNOW, WHEN THERE'S REALLY GOOD IDEAS OUT THERE, SOMETIMES LABS SIMULTANEOUSLY HAVE THOSE IDEAS AND IF SOMEONE ELSE BEATS YOU TO PUBLICATION, THEN YOU NEED TO INCORPORATE YOUR IDEAS INTO THEIR PAPER. THAT WOULD BE MY FEELING ON IT AND CATHY AND RICK SHOULD -- I WANT TO JUST TELL YOU ONE MORE SLIDE AND THEN WE'LL OPEN IT UP. SO THE FINAL ISSUES ABOUT THE INFRASTRUCTURE CONCERN ACCESS IN THE TIMELINE. SO TO WHAT SHOULD THE LAUNCH GROUP GET ACCESS? YES, OF COURSE THEY SHOULD GET ACCESS TO THE PLAY VOLUME WITH THE QUALITY ASSURED DATA. BUT WHAT ABOUT ACCESS TO THE OTHER DATA COLLECTIONS THAT FAILED QA, AND I'M NOT SURE AND I DON'T REALLY -- YOU KNOW, THE ONLY PART OF THE META DATA I HAVE ANY EXPERTISE ON IS THE LOCOMOTOR INTERVIEW, BUT MAYBE THE MCDI IS LIKE DEAD EASY AND EVERYBODY IS GOING TO BE QA'D OND THE MCDI AND THAT WILL BE TOTALLY FINE AND YOU'LL HAVE LIKE 1100 MCDIs, YOU KNOW WHAT I MEAN? BECAUSE THEY'RE MESSING UP -- I DON'T KNOW. SO THAT'S SOMETHING WE SHOULD TALK ABOUT. AND THEN WHEN? WHEN SHOULD THE LAUNCH GROUP GET ACCESS? SHOULD THEY GET ACCESS IMMEDIATELY AS THE FILE IS UPLOADED LIKE BEFORE QA, AFTER QA, AFTER ALL THE CODES ARE COMPLETE, WHEN HAD GETS ALL THE WAY DOWN INTO THE GREEN BOX AT THE BOTTOM, WE WANT TO PROTECT THE FEELINGS OF THE RESEARCHERS, AND I DON'T THINK ANYONE BESIDES THE PLAY TEAM NEEDS TO KNOW IF A LAB FOR WHATEVER REASON IS HAVING TROUBLE COLLECTING OR CODING THE DATA THAT THEY HAD AGREED TO DO. AND WE REALLY DON'T WANT THE DATA COLLECTION -- SO LIKE LET'S SAY GENDER, EMOTION, HOME, WHATEVER, EXPERTS, MEDIA EXPERTS, DON'T HAVE A FOUNDATIONAL CODING PASS. SOME OF YOU WILL BE COLLECTING DATA BECAUSE YOU LIVE IN A COOL PLACE, BUT SOME OF YOU MAY NOT BE DOING ANY OF THAT. YOU'RE NOT GOING TO COLLECT OR CODE DATA. SO SHOULD YOU BE GETTING ACCESS TO DATA IMMEDIATELY WHEN IT'S UPLOADED WHEN VANESSA'S LAB IS CODING AND COLLECTING AND -- I DON'T KNOW. THEN WHEN SHOULD WE GIVE ACCESS TO THE LARGER COMMUNITY, AND WHAT IS THAT LARGER COMMUNITY, SO WE'RE ASSUMING THAT IT'S THE DATABRARY AUTHORIZED INVESTIGATORS BUT WHEN SHOULD THEY GET ACCESS? I KIND OF FEEL LIKE IF WE'RE INNOVATING THIS WHOLE THING, MAYBE THEY SHOULD GET ACCESS AT THE END OF THE GRANT PERIOD BUT MAYBE WE SHOULD HAVE ANOTHER EMBARGO, I DON'T KNOW, MAYBE NOT IMMEDIATE ACCESS AT THE SAME TIME AS THE LAUNCH GROUPERS DO. SO HERE IS A PROPOSED TIMELINE, JUST TO PUT SOMETHING OUT THERE. I REALLY THINK THAT WE COULD IN PRINCE PEM COLLECT AND CODE THE DATA IN THE FIRST TWO YEARS, BUT THERE WILL BE SOME LABS AND THERE WILL BE SOME GLITCHY THINGS, SO MAYBE IT WILL SPILL OVER INTO -- WE REALLY DON'T WANT THAT PART OF IT CONTINUE UNTIL YEARS FOUR AND FIVE BECAUSE THE WHOLE POINT IS TO BE GIVING THE LAUNCH GROUP MEMBERS THESE DATASETS SO THEY CAN BE DOING THEIR OWN CODES AND THEIR OWN ANALYSES, INTEGRATING WITH THEIR TONE DATASETS AND SO ON. WE COULD MAYBE HAVE OVERLAP IN YEAR THREE, WHICH MAYBE WOULD PROVIDE INCENTIVES TO PEOPLE TO GET THEIR CODING AND DATA COLLECTIONS DONE EARLY IN YEARS ONE AND TWO, BUT THIS IS SOMETHING THA TO DISCUSS. THAT'S ALL. WE REALLY NEED YOUR INPUT ON THIS INFRASTRUCTURE STUFF. >> LISA OAKS. I REALLY THINK THAT THAT OTHER GROUP, THE NON-PASSING THE QUALITY ASSURANCE, THAT THOSE DATA SHOULD STAY IN SOME WAY WITH THE PLAY DATA, BECAUSE IF THE ONLY THING THAT HAPPEN STHAS ONE OF THE QUESTIONNAIRES ISN'T DONE CORRECTLY, I CAN SEE MAKING IT NOT A PRIORITY FOR THE FOUNDATIONAL PASSES, BUT IN, SAY, A FIVE-YEAR TIME PERIOD, ONCE WE GET PAST THE FOUNDATIONAL CODING, LABS WHO HAVE A LOT OF CAPACITY MIGHT SAY, I'LL GIVE MORE TIME TO CODE THE HOME SESSIONS THAT WENT PERFECTLY FINE, AND THERE'S JUST -- THE MEASUREMENTS WEREN'T RIGHT OR WHATEVER. >> THANK YOU. I THINK THAT SHOULD DID INTO ANOTHER THING THAT IT'S NOT PERFECT ON EVERY MEASURE, BUT IT'S PERFECT ON THESE MEASURES. WE WOULD KNOW THE QA FOR EACH COMPONENT, AND WE JUST HAVE TO IDENTIFY -- THIS IS NOT SOMETHING -- BUT WITH YOUR INPUT AND YOUR ADVICE, WE'LL DECIDE WHAT ARE THE COMPONENTS TO DO QA ON, AND THEN WHAT DOES IT MEAN TO HAVE -- QA? >> I ALSO THINK THAT THAT VOLUME OR THAT SUBVOLUME SHOULD BE PART OF WHAT THIS GROUP IS DOING SO THAT IF WE END UP WITH THE TIME IT SEEMS LIKE IT WOULD BE TOO VALUABLE IF WE HAVE TRAINED CODERS WHO HAVE KIND OF DONE THEIR THING AND THEY STILL HAVE TIME TO NOT CONTINUE WITH THE SESSIONS. >> THANK YOU. REALLY SMART. GOT IT. >> CHRISTINE HAS BEEN WAITING VERY PATIENTLY. >> SO CHRISTINE -- AUSTIN. I WAS LOOKING OVER THE INCLUSION AND EXCLUSION CRITERIA. YOU MENTION ALL KINDS OF WONDERFUL THINGS ABOUT GEOGRAPHICAL DIVERSITY, WHICH YOU'VE CLEARLY PRIORITIZED AND THAT'S AWESOME. ALL SORTS OF OTHER THINGS THAT ARE IMPORTANT TO IDENTIFY. BUT I THINK WE NEED TO THINK THROUGH THE CRITERIA WE'RE GOING TO USE FOR SELECTING FAMILIES TO PRIORITIZE DIVERSITY. FOR EXAMPLE, I COULD IMAGINE THAT WITHOUT SOME EXPLICIT STRATEGY HERE, IN ALL MAJOR UNIVERSITY CITIES, WE COULD EASILY END UP WITH 30-YEAR-OLD AMERICAN MIDDLE CLASS FAMILIES. IF I JUST USED OUR DATABASE IN AUSTIN, THAT'S PRETTY MUCH WHAT WE'D END UP WITH. SO I THOUGHT SOME CONVERSATION ABOUT MAYBE A REQUIREMENT COULD BE LIKE LOOK UP THE DEMOGRAPHICS IN YOUR TOWN EE OR IN THE SURROUNDING 30 MILES AND MAKE SURE YOUR FAMILIES ARE ROUGHLY SIMILAR TO THAT. IS JUST WANTED TO PUT THAT OUT. >> NO, AGREE, THE -- >> YOU KNOW WHAT, I DON'T KNO I KNOW WHAT TO SAY TO YOU. WE TOTALLY -- WE GET WHAT YOU'RE SAYING. THIS CAME UP IN WEBINARS. LET US CONSULT WITH YOU AND WITH ESPECIALLY THE HOME TEAM, WHAT ARE THEY CALLED? THE HOME ENVIRONMENT GUYS, AND WE'LL COME UP WITH SOMETHING. >> WE'RE ALSO IN CONVERSATION WITH SOME DEMOGRAPHERS WHO CAN EASILY FIND DEMOGRAPHIC DATA ALONG THE KINDS OF DIMENSIONS WE WANT WITHIN COMMUNITIES THAT CAN BE ADVISORY. I THINK THAT'S THE QUESTION ABOUT WHETHER THESE ARE SORT OF DPOALS, ASPIRATIONAL, WITH SOME SUPPORT OR SORT OF REQUIREMENT AND THAT'S KIND OF WHERE WE R BUT WE'RE IN THE PROCESS OF GETTING SOME OF THOSE KINDS OF DATA. I THINK DANIEL HAD A POINT. >> SO DANIEL, TO FOLLOW UP ON THAT, I THINK THE DEMOGRAPHIC COMPLEXION AND DIVERSITY OF THE DATASET IS REALLY IMPORTANT. AND IT'S REALLY IMPORTANT EVEN IF WE DON'T TRY TO BE REPRESENTATIVE IN ANY WAY. AND I GUESS I WOULD LIKE TO KNOW WHETHER THE DECISIONS IN THE POWERPOINT ARE FINAL. SO THINGS LIKE TWO-PARENT MOTHER-FATHER FAMILIES. SO THE RATIONALE WAS -- BECAUSE WE'D GET HETEROGENEITY. >> FIRST BORN STATUS, I -- ENGLISH OR SPANISH. MOM/DAD HOUSES. SO ONE OF THE THINGS THAT IS TRUE IS THAT IF LATINO FAMILIES, 95% OF THEM, DADS ARE RESIDING, SO IT IS REFLECTIVE, YOU KNOW, IT REFLECTS THAT POPULOUS. IT'S NOT LIKE, OH, THIS IS A TINY MOTHER/FATHER HOUSEHOLD, IT'S NOT SOMETHING YOU WOULD SEE. YOU ACTUALLY SEE THAT IN ALL THE IMMIGRANT -- SAMPLE, IT'S QUITE HIGH. IT VARIES BY LATINO SUBGROUP, BUT I THINK THAT OUR GREUM DOES NEED A FULL SAMPLING, A VERY STRATEGIC THINKING AROUND SAMPLING. NOTHING IS COMPLETELY CAST IN STONE ALTHOUGH SOME OF THE DECISIONS ARE. I DON'T KNOW, I GUESS IT NEEDS DISCUSSION. >> JUST A COUPLE OF THOUGHTS. ONE OF THE THINGS ABOUT SAMPLE SOMETHING SCHOOLS AND SCHOOL DISTRICT INFORMATION TENDS TO BE PUBLIC INFORMATION, SO WE'VE BEEN REALLY SUCCESSFUL AT BROWN BECAUSE RHODE ISLAND IS SO SMALL, BEING ABLE TO LOOK THAT UP AND BEING ABLE TO USE THAT REARP GOING WITH DEMOGRAPHERS OR ANYTHING PARTICULARLY EXPENSIVE. THE NUMBER OF PARENTS OR FAMILIES THAT REQUIRE FREE LUNCH, FOR EXAMPLE, THAT'S POSTED AND YOU CAN GET THAT INFORMATION PRETTY EASILY AND YOU COULD SORT OF TARGET YOUR EQUIPMENT APPROPRIATELY WB YOUR LOCAL AREA. A LOT OF TIMES WE DON'T DO THAT BECAUSE WE WAIT FOR PEOPLE TO COME TO US IN THE LAB, BUT IF YOU KIND OF GO OUT THERE, YOU CAN DEFINITELY CHANGE THE DEMOGRAPHICS OF YOUR LAB REALLY EASILY IF YOU'RE WILLING TO SORT OF STEP OUT AND GET THE PUBLICLY AVAILABLE INFORMATION. THE OTHER THING I WANTED TO ASK, AND I HAVEN'T BEEN PART OF THE WEBINARS SO I'M SURE THIS HAS COME UP, BUT ONCE YOU GUYS HAVE TAKEN SOMETHING THAT SEEMS SO NEBULOUS AND OVER THE COURSE OF THE WORKSHOP HAVE MADE IT SO TRACTABLE AND FEASIBLE, IT'S KIND OF AMAZING, BUT ONE OF THE THINGS THAT I'M CURIOUS ABOUT, BECAUSE NOW I CAN SORT OF FORESEE THE REVIEW STAGE FOR ANY OF THESE STUDIES OR PROPOSALS OR WHATEVER IS HOW YOU DEAL WITH THE ISSUE THAT SOMEBODY IS GOING TO ASK, YOU KNOW, WHEN YOU HAVE AN OBSERVER WITH A CAMERA IN THE HOME, YOU'RE CHANGING THE BEHAVIOR OF THE HOME. AND I DON'T SAY THAT BECAUSE I THINK IT'S A SHOW STOP E I THINK THERE MAY BE WAYS TO GET A ACCEPTS OF NOT JUST THE CHILD, WHERE MAYBE -- THE PARENT WHERE IT MAY BE MORE OF AN ISSUE. SO GETTING INFORMATION ABOUT THE PARENT SORT OF ANXIETY LEVEL, ATTACHMENT STYLE, ET CETERA, AND MAYBE FACTORING THAT INTO AN ANALYSIS STRATEGY, AND I DON'T KNOW IF THAT'S ALREADY IN THERE. >> THIS IS SOMETHING THAT CAME UP IN EVERY WEBINAR. THE THINK THE CONSENSUS IS IF IT'S DONE IN A DISCRETE AND RESPECTFUL WAY, IT CERTAINLY FEELS LIKE THEY'RE DOING THINGS THAT SEEM KIND -- THEY DON'T SEEM LIKE THEY'RE CLEANING UP THEIR ACT COMPLETELY BECAUSE SOMEBODY IS OBSERVING THEM AND THEIR HOME. WE'RE GETTING WHAT FEELS LIKE A REAL TASTE OF THEIR EVERYDAY ACTIVITIES. THEY CERTAINLY GO AROUND AND DO THEIR CHORES AND IT DOESN'T FEEL LIKE THEY'RE PUTTING ON THEIR BEST FACE JUST BECAUSE SOMEONE IS THERE. THIS IS CERTAINLY SOMETHING, THOUGH, THAT -- IT IS REALLY, REALLY PART OF TRAINING, SO THAT YOU DON'T WANT TO BE SO INTRUSIVE, IF THE BABY IS LOOKING UP AT THE CAMERA PERSON AND ONE THING WE LEARNED WAS THAT HAVING TRIPODS, FOR EXAMPLE EXAMPLE, IT REALLY WAS DISTRACTING TO THE BABIES, AND THE BABIES STARTED PLAYING WITH THE TRIPODS. BUT HAVING A PERSON WHO DIDN'T INTERACT WITH THEM AND WAS KIND OF JUST STANDING THERE, I THINK IT WAS JUST LIKE, SOMEBODY IS IN MY HOUSE, SO AFTER A FEW MINUTES, THEY STOP LOOKING, AND BY THE TIME YOU'RE DONE CONSENTING THE MOM, THE BABY IS JUST RUNNING AROUND BEING A BABY AND THE MOM SEEMS FINE BUT, YOU KNOW, WE'VE BEEN READING ABOUT IT AND YES, IT HAS BEEN COME UP AND WE'VE BEEN THINKING ABOUT IT. THANK YOU. >> ERIC -- I JUST WANT TO FOLLOW UP ON THE DEMOGRAPHIC IDEA. YOU MENTIONED TRYING TO MAYBE MIRROR THE LOCAL STATISTICS IS ONE OPTION. I WAS ACTUALLY THINKING THE EXACT OPPOSITE, WHERE YOU MIGHT LOOK AT CERTAIN SITES THAT HAVE DISPROPORTIONATE DEMOGRAPHICS OF DIFFICULT TO SAMPLE POPULATIONS, AND THEN REALLY TARGET THOSE SITES TO OVERSAMPLE THOSE POPULATIONS SO INSTEAD OF HAVING OUT OF THE 30 KIDS AT UC MERCED BEING TESTED WHERE 10 OF THEM WERE LATINO, WHICH IS PRETTY HIGH IF YOU THINK LIKE A THIRD OF THE POPULATION BEING LATINO, I COULD JUST GET 30 LATINO FAMILIES INSTEAD OF HAVING 10 ODDBALLS, I HAVE A SAMPLE OF 30 THAT MIGHT ACTUALLY BE MEANINGFUL. >> THAT'S A GREAT POINT, AND ALL THE MORE REASON TO BE STRATEGIC ACROSS SITES AND NOT LEAVE IT UP TO INDIVIDUALS TO SORT OF FIGURE OUT HOW SHOULD I GO ABOUT THIS, SOMETHING MOST CONVENIENT, SOMETHING REPRESENTATIVE. SO I THINK THAT WOULD BE ABSOLUTELY FINE AS LONG AS WE HAVE A COORDINATED PLAN FOR HOW TO DO IT. >> CATHY IS NODDING HER HEAD AND IT FEELS FINE TO ME TOO. WE JUST NEED ADVICE, HOW TO DO IT SO IT'S NOT A BURDEN TO THE LAB. LIKE WE DON'T WANT TO ADD A WHOLE HUNDRED HOURS TO AN INDIVIDUAL LAB TO FIGURE OUT HOW TO RECRUIT IN A NEW WAY. >> ALSO JUST SERENDIPITOUSLY, WE RECENTLY HAD A VISITOR DOWN TO NYU WHO GAVE A TALK ON SAMPLING AND SO FORTH, AND THERE'S ACTUALLY TWO STRATEGIC WAYS TO THINK ABOUT THIS. ONE IS KIND OF THE REPRESENTATIVE WAY TO DO IT. THE OTHER IS TO BE VERY STRATEGIC AND CAREFUL ABOUT UNDER STANDING UPWARD WHO THE SAMPLE YOU HAVE END UP REFLECTING IN THE LARGER POPULATION. AND THERE ARE PROGRAMS THAT DO THIS AND I SPOKE TO THIS WOMAN BECAUSE I WAS THINKING ABOUT PLAY, AND SHE SAID IF EVERYBODY COULD JUST ASK THE FAMILY, WHAT SCHOOL THEIR CHILD WOULD FEED INTO WHEN IT'S TIME FOR KIPPED KINDERGARTEN, YOU CAN ACTUALLY USE THE SCHOOL-BASED DATA TO KIND OF GENERALIZE UPWARD, WITH THAT, WITH RACE, AND EDUCATION, TO WHO THIS ENDS UP REPRESENTING. SO THERE ARE PROGRAMS AND STRATEGIC PROGRAMS TO DO IT THE OTHER WAY, WE'RE NOT COMING TOP DOWN BUT WE'RE GOING TO UNDERSTAND WHO THIS POPULATION REPRESENTS. [INAUDIBLE QUESTION] >> WE NEED A MICROPHONE, MARK. >> SUPPOSE YOU'RE LOOKING DOWNSTREAM AT THIS AND THERE ARE 30 LATINOS FROM AUSTIN, AND 870 EUROPEAN AMERICANS FROM SOMEWHERE ELSE, ALL RIGHT? ARE YOU GOING TO POOL THOSE TWO GROUPS ALIGNING OVER THE SIGNIFICANT DIFFERENCES WHICH WE KNOW EXIST BETWEEN THE TWO ETHNICITIES? SO IF YOUR PLAN IS TO STEP BACK AND POOL THE 900, THIN THEN YOU NEED TO BE, I WOULD ARGUE, MORE HOMOGENEOUS IN YOUR SAMPLING. IF YOU WANT TO REFLECT JUST THE LOCAL POPULATION IN AUSTIN OR WHEREVER IT IS, THEN YOU'RE GOING TO WIND UP DOWNSTREAM WITH A TREMENDOUSLY HETEROGENEOUS GROUP WHICH IS NOT GOING TO REPRESENT ANYTHING BUT THE SAMPLE WHICH YOU'VE COLLECTED THE DATA ON. >> CONFOUNDED WITH LOTS OF THINGS. >> I HAD A COMMENT. >> MY COMMENT IS MORE ABOUT PROCEDURAL. IT'S NOT CLEAR TO ME, WOULD THERE BE A SPANISH VERSION OF THE PROTOCOL INCLUDING EVERY -- >> SO I THINK THE QA IS GOING TO BE A LITTLE TRICKIER THAN YOU MADE IT LOOK, AND I THINK YOU'RE GOING TO NEED SOME KIND OF STANDARDIZATION FOR THE QA SO FOR EXAMPLE, STUPID EXAMPLE, THAT BABY THAT SAID WAWA, SOMEBODY MIGHT SAY THE BABY SAID WATER AND SOMEBODY ELSE MIGHT SAY, OH, NO, THAT WAS AN UTTERANCE. SO TO HAVE ACROSS THE BOARD THE SAME THING ABOUT THE TIMING, IT WAS OFF BY ONE SECOND, IS THAT OFF? IT WAS OFF BY THREE SECONDS. THOSE KINDS OF THINGS. >> SO THOSE ARE ISSUES OF INTERRELIABILITY AND CODING AND I THINK THAT ACTUALLY THIS GROUP HAS A LOT OF EXPERIENCE DEALING WITH THAT. A BIGGER ISSUE, AND I REALLY HAVE NO IDEA HOW TO DO IT, HOW DO YOU THEN -- LIKE JUST IMAGINE THE DATA -- THAT WHOLE KAY TA DATA COLLECTION GOT UPLOADED AND YOU'RE DECIDING WHICH POT DOES IT GO IN, THE GREEP ONE O GREEN ONE OR THE RED ONE, HOW DOES ANYONE DO THAT? I THINK THAT'S A REALLY IMPORTANT QUESTION BECAUSE WE WANT THIS MODEL TO SCALE UP TO ALL 57 OF US AND MAYBE MORE IF WE FIND MORE IN THE MIDWEST, BUT WE ALSO WANTED TO SCALE DOWN TO OUR OWN INDIVIDUAL LABS, AND I'LL TELL YOU WHAT, I HAD A DATASET AND THERE WAS ONE PIECE OF THE DATASET THAT WAS REALLY IMPORTANT TO ME, PIECE OF META DATA, AND IT WAS DONE WRONG THE WHOLE TIME, AND I DIDN'T ANALYZE IT, I DIDN'T, LIKE, DO THE QA, SO TO SPEAK, AND SO LIKE A YEAR LATER WHEN I WAS ACTUALLY WRITING UP THE PAPER, IT WAS LIKE NOW WHAT DO I DO? I LOVE THIS IDEA NOW OF LIKE, YES, EVERY TIME -- COMES IN, NOT ME, PLEASE, BUT SOMEONE REALLY GOOD AND CAREFUL IS GOING TO DO QA AND PUT IT INTO A GOOD POT OR A BAD POT. SO I DON'T -- BUT I DON'T KNOW HOW THAT WORKS AND I DON'T EVEN KNOW, DAVID, JUST THE -- LIKE THE ACTUAL SABRE INFRASTRUCTURE FOR HOW -- AND I'M SAYING SHOVE IT HERE, SHOVE IT THERE, I MEAN, AHMAD IS BACK THERE HAVING A HEART ATTACK GOING, REALLY? THIS IS A HUGE DEVELOPMENT PROJECT. >> YOU MAY BE ABLE TO FIX SOME OF THE REDS ALSO, RIGHT? THE REDS MIGHT NOT ALL BE THROWAWAYS. >> NO, LIKE THE DATA COLLECTION IS OVER, YOU'RE DONE. I MEAN, IF YOU'RE MISSING THE -- >> OH, THERE ARE CERTAIN LETHAL ONES, BUT THERE MAY BE SOME CODING THINGS THAT CAN BE CODED. >> CODINGS WILL ALWAYS END UP DOWN IN THE GREEN. IF YOU PASS QA, IT'S ALWAYS GOING TO GO TO GREEN. IT'S THE DATA COLLECTION THAT CAN'T NECESSARILY BE FIXED. MOST OF THE DATA COLLECTIONS CANNOT BE FIXED. >> I CAN IMAGINE AFTER DATA COLLECTION, AFTER DATA NOTATION, ASK THEIR OWN RESEARCH QUESTIONS THAT THEY COME -- IT'S VERY LIKELY THAT THERE WILL BE ADDITIONAL CODING THAT NEEDS TO BE DONE, SO I CAN IMAGINE THERE ARE SOME GENERAL INFORMATION THAT -- MAY NEED FOR INSTANCE -- ASK THE QUESTION HOW MANY -- IN PLAY AND -- PLAY BASED, HOW MANY OBJECTS AVAILABLE THAT CASEY MENTIONED, AND I WONDER WHETHER THERE'S SOME -- TO FACILITATE COMMUNICATION -- HAS ALREADY DONE THIS AND WHETHER THEY WANT TO SHARE THEIR CODING. IF NOT, HAS DONE THIS BEFORE, IF I CODE IT, I WANT TO SHARE MY CODED DATA OR -- SOMEONE TO DO THIS TOGETHER. SO I WONDER WHETHER THERE'S A PLACE IN THIS -- >> WE DIDN'T THINK OF IT BUT IT HAS COME UP THREE TIMES NOW AND IT SOWBDZ LIK IT SOUNDS LIKE A REALLY IMPORTANT THING. MINIMALLY WE COULD HAVE A FORUM FOR PEOPLE SHARING THEIR IDEAS AND ALLOWING -- PRETTY MUCH WE ALL LEAK EACH OTHER IN HERE, SO MAYBE ALLOWING FOR COLLABORATIONS OR FOR MINI SYNERGIES TO EMERGE. SO WE HEAR YOU GUYS, OKAY? WE DIDN'T HAVE IT BUT NOW WE'VE GOT IT. >> LISA? >> JUST A COUPLE THINGS. FIRST ABOUT QUALITY ASSURANCE AND ALL THAT. I DON'T KNOW HOW WONDERFUL YOUR PEOPLE ARE, YOU'RE TURNING THINGS AROUND VERY -- HOW QUICK IT WILL BE TO TURN AROUND SOMETHING THAT YOU'RE LOOKING AT FOR RELIABILITY. BUT YOU MIGHT WANT TO HAVE, LIKE, THE FIRST, AFTER PILOTING, AND THAT'S BEEN LOOKED AT AND, HEY, YOU'RE DOING IT RIGHT, THE FIRST MAYBE THREE OR FOUR THAT ARE DONE, MAKE SURE -- BEFORE THEY -- THEY DO ONE, DON'T DO THE NEXT ONE UNTIL WE'VE REALLY SAID THAT THIS IS CORRECT, YOU KNOW, DON'T WASTE TIME, YOU KNOW, AND THAT THERE ARE CHECKS LATER. THE OTHER THING I WANT TO ASK ABOUT IS ABOUT RECRUITMENT METHODS. MUST BE DIFFERENT ACROSS THE DIFFERENT SITES. HOW MUCH IS THAT GOING TO DIFFER AND WHAT IMPACT IS THAT GOING TO HAVE AND WHAT KIND OF BIASES MIGHT THAT CREATE THAT HAS GOT TO BE THOUGHT ABOUT? SO I THINK THERE NEEDS TO BE SOME KIND OF SYSTEMATIC COLLECTION OF -- >> YOU ARE TALKING ABOUT, LIKE, WHETHER YOU GO TO HOSPITALS AND GET NAMES OR YOU GO TO THE DIAPER SERVICE OW YOU JUST GO OUT AND ADVERTISE -- OKAY. WRITE THAT DOWN. GOT IT. >> SO YOU'VE GOT THE FOUNDATIONAL PASSES, I'M THINKING AS AN EXAMPLE MEDIA, BECAUSE -- BEAUTIFUL EXAMPLES OF MOTHERS USING MEDIA -- COULD PEOPLE WITHIN THE GROUP PROPOSE A PASS EARLIER ON IN THAT FIRST COUPLE OF YEARS SO THAT IT WOULD ALREADY BE CODE SOD WHEN PEOPLE ARE DOING THEIR LANGUAGE ANALYSIS, THAT MEDIA PASS HAS ALREADY BEEN DONE FOR THEM. SO THERE'S FOUNDATIONAL PASSES BUT THERE COULD BE OTHER -- SO THE EMOTION PASS IS AN OBVIOUS ONE, THE POINTING AND GESTURING, BUT SOMETHING LIKE MEDIA USE OR SOMETHING LIKE THIS, THAT YOU COULD PROPOSE THAT TO THE GROUP OR TO PLAY AND YOU WOULD HAVE TO TRAIN, THE QUESTION ANOTHER -- TO DO A RELIABILITY OR TRAIN PLAY TO BE RELIABLE WITH YOU OR SOMETHING LIKE THAT. IS THAT A POSSIBILITY? >> REALLY COOL IDEA. >> UNIVERSITY OF PANCREATIC ADENOCARCINOMA. SO BACK TO THE DATA COLLECTION IN SPANISH. I UNDERSTAND THERE'S SPANISH VERSIONS OF THE MATERIALS BUT THE INTERVIEWS HAVE TO BE DONE ORALLY AND THE PHONE SCREENING HAS TO BE DONE, SO IS IT UP TO THE INDIVIDUAL LAB, THE PI, HOW TO HANDLE IT? I THINK THIS IS RELATED TO THE SAMPLING QUESTION. IT MIGHT BE EASIER FOR A LAB TO JUST ENROLL ENGLISH SPEAKING PEOPLE OR IT MIGHT BE EASIER FOR THAT PI TO HIRE A BILINGUAL PERSON TO DO THIS. SO THOSE THINGS ABOUT GUIDANCE WOULD BE HELPFUL TO KNOW IN ADVANCE, SO PIs CAN MAKE THOSE DECISIONS ABOUT HIRING OR WHETHER THEY'RE BRINGING IN AN INTERPRETER FOR A SMALL PERCENTAGE OF SESSIONS AND THAT SORT OF THING. >> FANTASTIC AND WE DEFINITELY NEED A WEBINAR ENTIRELY DEDICATED JUST TO THESE ISSUES AROUND THE SAMPLING, AROUND THE TRAINING, AROUND ALL OF THE POINT YOU'RE RAISING. THESE ARE GREAT POINTS. WE'RE NOT GOING TO RESOLVE THEM HERE. >> LISA OAKS, UC DAVIS. I DON'T KNOW IN THIS IS GENERALLY TRUE, BUT MY GUESS IS FOR THOSE OF US WHO LIVE IN PLACES WHERE WE COULD EASILY RE KREUT, ONLY 60% OF MY FAMILIES ARE EURO-AMERICAN, EVERYBODY ELSE IS SOMETHING ELSE, AND A GOOD 20% ARE SPANISH BILINGUALS, BUT MY STUDENTS AREN'T RIGHT ENG LIRENGLISH SPEAKERS EITHER, SO I THINK MY GUESS WOULD BE THAT FOR PEOPLE WHO ACTUALLY WOULD BE RECRUITING A LOT OF THESE PARTICIPANTS, THEY WOULD HAVE ACCESS TO THE HELP. I COULD BE MISTAKEN, BUT THAT WOULD CERTAINLY BE MY EXPERIENCE EXPERIENCE. >> IN NEW YORK, IT'S THE SAME. THIS IS THE KIND OF QUESTION WE COULD HAVE TO HAVE OF OTHER SITES, ABSOLUTELY. OKAY. I THINK THESE ARE GREAT, IT'S A GREAT DISCUSSION AND WE'LL BE ABLE TO HAVE MORE TIME AT THE END FOR FINAL DISCUSSION. I'M GOING TO MOVE ON TO THE LAST SESSION OF THE DAY, THE FUTURE OF LARGE SCALE VIDEO RE-USE. BECAUSE WE'RE AT A WORKSHOP, FUNDED IN PART BY NIH, IT'S FITTING TO START THIS FINAL PRESENTATION WITH A CALLOUT TO THE BEHAVIORAL BRANCH OF NIH, THE OFFICE OF BEHAVIORAL AND SOCIAL SCIENCE RESEARCH. OBSSR EMPHASIZES THE IMPORTANCE OF BEHAVIOR FOR UNDERSTANDING HUMAN HEALTH AND DISEASE. NOW BEHAVIOR IS BASIC. I THINK WE SHOULD HAVE IMO 10 THAT BY THE END OF THIS DAY. WE ARE NOT HERE SAYING THE BRAIN DOES NOT ORCHESTRATE BEHAVIORAL DEVELOPMENT, BUT RATHER EXPERIENCES AND BEHAVIOR FEED INTO AND ARE ORCHESTRATING BRAIN DEVELOPMENT. IT'S NOT TOP DOWN, WE'RE LOOKING AT THIS AS A BOTTOM-UP PROCESS. IN ITS STRATEGIC PLAN, THE OBSSR WRITES, TECHNOLOGICAL AND SCIENTIFIC ADVANCES OFFER EXCITING OPPORTUNITIES AND NOVEL CHALLENGES FOR BEHAVIORAL AND SOCIAL SIGH EPS RESEARCH. THESE ADVANCES PROVIDE TEMPORALLY DENSE CONTEXTUAL DATA ON HUMAN BEHAVIOR AND ITS INFLUENCES AT LEVELS OF GRANULARITY AND PRECISION PREVIOUSLY UNIMAGINABLE. AND VIDEO IS THE MOST POWERFUL PERVASIVE TECHNOLOGY WE HAVE FOR RECORDING BEHAVIOR. SO REALLY WE HAVE COME A LONG WAY FROM THOSE HANDWRITTEN NOTES ON THE BACK OF RECEIPTS AND THE KIND OF MIMEOGRAPHED COPIES OF CHILD LANGUAGE THAT BRIAN HAPPENED OUT, AND I EVEN REMEMBER MY OWN EXPERIENCES COLLECTING HOME VISIT VIDEOS AS A PH.D. WHEN THE CAMERAS WERE LIKE THIS LARGE, AND I REMEMBER HAVING A LITTLE TIMER PLUGGED IN MY EAR, IT WOULD BEEP EVERY 30 SECONDS, THAT'S HOW YOU KNEW WHEN TIME WAS THERE TO TAKE NOATSZ AND SO FORTH. TODAY WE HAVE CHEAP EASY WAYS TO GATHER VIDEO AND CREATE THESE TREASURE TROVES. AND DATABRARY AND DATAVYU ALLOWS DATA TO BE EASILY ANALYZED, SHARED AND RE-USED. SO AT OBSSR THEY STATE VOLUMINOUS DATA FROM MULTIPLE DATA SOURCES EMPHASIZE THE IMPORTANCE OF DATA SHARE AND INTEGRATION. WE FEEL THIS ALIGNS WELL WITH OUR SYNERGISTIC MODEL WHICH RETAINS THE HEART AND THE SOUL OF AUTONOMOUS DISCOVERY BUT CAPITALIZES ON SHARING OUR EXPERTISE WITH ONE ANOTHER. TO TAKE FULL ADVANTAGE OF THE DATA BEING PRODUCED, A ROBUST AND OPEN RESEARCH INFRASTRUCTURE INCLUDING COMMON DATA ELEMENTS, CONSENSUS MEASUREMENT METRICS MUST BE DEVELOPED AND REFIEPED. AND PLAY CAPSULIZES ON EVERY ASPECT OF INFANT DEVELOPMENT AND IT DOES SO BECAUSE WE BUILT THE PLAY PROJECT THROUGH THE CONSENSUS ON KEY VIDEO SPECIFICATIONS, META DATA AND FOUNDATIONAL CODES. SO LET'S REVEST IT FOR FOR A MOMENT DATA SHARING AND RE-USE, AND IT BEGINS WITH CHILDES. AS STATED BEFORE, MANY LANGUAGE RESEARCHER, NOW 7,000, HAVE USED CHILDES TO RE-USE -- THIS IS A RE-USE PROCESS, OF AUDIO DATA OR TRANSCRIPTS. LETTI NAGEL, MEMBER OF OUR LAUNCH GROUP, SHE CAPITALIZED ON RE-USE OF CHILDES IN HER PUBLISHED PAPER IN WHICH SHE COMPARED CAREGIVER SPEECH AND CHILDREN USE OF NOUNS AND VERBS ACROSS LANGUAGE COMMUNITIES. AND IN LETTI'S DEVELOPMENTAL PSYCH PAPER, SHE AGAIN UTILIZED CHILDES THE RECENTLY IN 2012, LETTI AGAIN USED CHILDES AND SHOWED THAT 2-YEAR-OLD JAPANESE SPEAKERS USE SIN TACTIC FRAMES TO LEARN NOVEL VERBS AND HOW THAT'S POSSIBLE. AND AARON WARLEMONT, OUR LAUNCH GROUP MEMBER, AND FOUNDER, CO-FOUNDER OF HOME BANK, USE CHILDES TO EXAMINING CAREGIVER SPEECH, LANGUAGE IN DELAYED CHILDREN, AND RECENTLY IN AN ARTICLE THAT APPEARED IN SEMINARS AND SPEECH AND LANGUAGE, INTRODUCED THE RICH REPOSITORY OF HOME BANK TO THE DEVELOP MENTAL COMMUNITY. SO RE-USE IS ALIVE AND WELL IN THESE BEAUTIFUL LANGUAGE CORPUS CORPUSES. BUT LET ME TURN NOW FOR A MOMENT TO VIDEO RE-USE. SO I AM GOING TO DRAW UPON A NEW EXAMPLES NOW THAT ARE DEAR TO MY HEART, SO YOU HAVE TO FORGIVE ME FOR DOING THIS. BUT I'D LIKE TO START OFF WITH MY FORMER STUDENT, MAE LING, ALSO ONE OF OUR LAUNCH GROUP MEMBERS. SHE IS CURRENTLY PROFESSOR AT CAL STATE LONG BEACH AND AN EXPERT IN GENDER. NOW, MAE LING WAS WORKING WITH ME AND SHE WAS TALKING ABOUT THE FACT THAT THE LITERATURE ON GENDER IDENTITY RECOGNIZED THAT CHILDREN'S APPEARANCE CAN BE VERY GENDERED AND CAN BE A WIN COON TWINDOW ON TO GENDER SOCIALIZATION AND HOW CHILDREN DRESS THEMSELVES IN WAYS TO REFLECT TO THE WORLD, SHOUT TO THE WORLD WHAT THEIR GENDER IS, AND THAT PARTICULARLY THIS WOULD BECOME VERY RIGID AND STRONG DURING EARLY CHILDHOOD, AROUND 3 TO A YEARS OF AGE. NOW WHAT'S NOTABLE IS THIS IDEA HAD BEEN LARGELY BASED ON ANECDOTAL INFORMATION, AND PARENT REPORT SOMETIMES, BUT NO ONE HAD EVER TESTED IT EMPIRICALLY. RM SO MAE LING HAD INCREDIBLY CREATIVE SUPER CUTE IDEA TO GO BACK TO OUR VIDEOS, AND WE HAVE ABOUT EAP HUNDRED O 1800 OF THEM, SHE SAID I WANT TO LOOK AT THE VIDEOS AND CODE WHAT THE LITTLE GIRLS AND BOYS WERE WEARING TO THE LAB VISITS. SO SHE CREATED THIS INCREDIBLE CODE SYSTEM, HOW MANY BA RETES THEY HAD ON THEIR HAIR, ON THEIR FEET, PINK SHOES, AND SHE TRAINED HER CODERS AND THIS TEAM WENT AND CODED WHAT CHILDREN WERE WEARING TO OUR VISITS. AND SHE PUBLISHED PAPERS ON THIS IN DEVELOPMENTAL PSYCHOLOGY AND CHILD DEVELOPMENT, AND SHE FOUND THAT CHIRNL FROM DIFFERENT CULTURAL ETHNIC BACKGROUNDS WERE DRESSING IN INCREDIBLY HIGHLY GENDERED WAYS STARTING FROM 2 YEARS OF AGE, PEAKING AROUND 3 AND 4, AND BECOMING MORE FLEXIBLE THERE AFTER. THESE ARE TWO PICTURES OUT OF OUR LAB THAT MAY LING CODED. THIS IS HOW THE LITTLE GIRLS CAME TO OUR LAB. I WOULD NEVER EVEN HAVE SEEN THIS, ONLY GENDER PEOPLE WOULD SEE THIS. SO THEY CAME IN WITH THEIR PINK FRILLY DRESSES AND THE LITTLE BOYS WOULD DRESS UP AS MAY LIPG SAYS AS DEPARTMENT PUBLIC WORKS, THEY EITHER WORE SOMETIMES LITTLE FIREFIGHTER THINGS OR KIND OF LIKE POLICE OFFICERS, OR THEY WOULD CRES DRESS UP THE LITTLE BOYS IN REAL COOL SPORTS ATHLETIC CLOTHES. NOW, THIS WORK GOT COVERED IN THE "NEW YORK TIMES," NPR COVERED IT, PSYCHOLOGY TODAY COVERED IT, AND IT'S INCREDIBLY INTERESTING TO ME, LIKE WHO WOULD EVER THINK YOU COULD GO BACK AND JUST CODE WHAT KIDS WERE WEARING OFF A VIDEO RECORD, AND REALLY PUSH FORWARD RESEARCH IN SOME REALLY COOL WAYS. I WANT TO TURN TO ANOTHER FORMER PH.D. STUDENT, LANA, WHO WORKED WITH KAREN AND ME, AND CONTINUES TO WORK WITH US. SHE'S NOW PROFESSOR AT KUNI STATEN ISLAND. LANA WAS ESPECIALLY INTERESTED IN WHETHER CRAWLERS AND WALKERS INTERACTED WITH MOMS AND OBJECTS IN DIFFERENT WAYS. SO THIS WASN'T RE-USE. LANA WENT OUT, SHE COLLECTED 100 HOURS OF VIDEO RECORDS IN THE CONTEXT OF CHILDREN. SHE SAW 50 INFANTS WHEN THEY WERE ALL CRAWLERS AT 11 MONTHS, AND THEN FOLLOWED THEM TWO MONTHS LATER WHEN HALF OF THEM WERE WALKING AND HALF OF THEM WERE CRAWLING. LANA GENERATED A HUGELY RICH VIDEO CORPUS OF NATURALISTIC EVERY DAY HOME PLAY. CRAWLER, WHEN THEY WANTED TO BID OR SHARE OBJECTS, THEY DID SO FROM A STATIONARY POSITION, WHEREAS WALKERS WOULD PICK UP THE OBJECT, MOVE ACROSS THE ROOM AND SHARE AFTER MOVING. NOW THE REASON THIS IS IMPORTANT, IF YOU THINK ABOUT IT, A CRAWLING INFANT IS HIGHLY DEPENDENT ON MOTHER BEING VIGILANT, HAVING TO BE NEARBY OR WATCHING IF THE SOCIAL BID IS TO LEAD TO ANY KIND OF RESPONSE. WHEREAS IF YOU'RE A WALKER AND YOUR MOM IS THERE, TURNS ADD WAY, YOU CAN KIND OF WALK RIGHT OVER, SHARE THE TOY AND BE MORE LIKELY TO HAVE SOME VERBAL OR LANGUAGE INPUTS TO THAT. SO IN THE FIRST PAPER, SHE SHOWED THIS DIFFERENCE IN THIS SHARING, AND I'M GOING TO SHOW YOU WHAT IT LOOKS LIKE. HERE'S SOME CRAWLERS. THAT'S SHARING FROM A STATIONARY POSITION. THAT'S WHAT WE CALL SOCIAL BIDS. AND THEN THIS IS WHAT IT LOOKS LIKE FOR A WALKER. WATCH HOW THIS WALKER JUST GOES GREAT DISTANCES TO FIGURE OUT WHERE MOM IS AND SHARE AN OBJECT NO MATTER HOW FAR THEY HAVE TO WALK. HERE'S A KID, DOESN'T EVEN KNOW WHERE IN THE WORLD -- WHERE ARE YOU? WHERE ARE YOU? GOING INTO OTHER ROOMS. >> SO LANA WROTE THAT PIECE UP, DONE, DISSERTATION COMPLETE, PH.D. GRANTED, ALL DONE, FLASH FORWARD A COUPLE YEARS LATER, LANA, OF COURSE, WORKS WITH ME AND SAID WELL, YOU KNOW, COME ON, WHAT DOES THAT MEAN IF THEY'RE DOING THIS, IF THEY'RE BIDDING DIFFERENT WAYS, WHAT DOES THAT MEAN FOR MOMS? DO MOTHERS RESPOND DIFFERENTLY TO THESE STATIONARY OR MOVING BIDS? SO LANA WENT BACK TO HER OLD VIDEO, SHE GOT MASSES OF STUDENTS TO CODE EVERY SINGLE THING MOTHER SAID TO EACH OF THOSE BIDS. MASSIVE HOURS OF RE-USE AND RECODING OF THESE VIDEOS TO LOOK AT THE CONTENT OF MOTHERS' ROW SPONSES. AND SHE FOUND THAT, IN FACT, RESPONSES VARIED DEPENDING ON THE TYPE OF BID THAT WAS DISPLAYED. SO LET ME FIRST REVIEW THE CODES. THESE WERE NEW CODES. LANA DEVELOPED OUT OF RE-USE TO ADDRESS HER QUESTION. A MOTHER COULD IGNORED A BID. >> LISTEN TO ME, PLEASE! >> THOSE ARE THE STATIONARY CRAWLERS, RIGHT? IT'S REALLY HARD, YOU COULD JUST GET IGNORED. SOMETIMES MOTHERS WOULD ACKNOWLEDGE OR AFFIRM BIDS, AND THIS IS A BIT BETTER THAN IGNORING BUT IT'S VERY SPARSE IN THE LEX CAL RICHNESS OF THE RESPONSE. >> THANK YOU. >> THANK YOU. >> SOMETIMES MOMS COULD USE DIDACTIC OR REF RENG REF RENGS LANGUAGE TO DESCRIBE THE OBJECT OR WHAT IT IS, IT'S A BLUE TRUCK. SOMETIMES MOMS USE ACTION DIRECTIVES WHERE IT WAS HIGHLY LADEN WITH VERBS MOVING WELL BEYOND DESCRIBING AN OBJECT TO NOW CONSIDERING WHAT COULD BE DONE WITH THAT OBJECT. THIS PROVIDES CHILDREN A LOT OF EXPOSURE TO VERBS AND ACTION POSSIBILITIES. AND WHAT SHE FOUND WAS THAT MOTHERS WERE MORE LIKELY TO IGNORE THEIR STATIONARY BIDS THEN MOVING BIDS AND THESE KIND OF ACTION DIRECTIVE, THE VIDEO I SHOW YOU NOW WAS WHAT CHARACTERIZED MOTHERS' RESPONSES TO WALKERS WHO DID ENGAGE IN MOVING BIDS. SO WHAT OCCURRED IS EVERY TIME THESE MOVING BIDS OCCUR, KIDS WERE LESS LIKELY TO BE IGNORED AND MORE LIKELY TO HEAR VERBS. SO THIS RE-USE OF VIDEO HIGHLIGHTED A CASCADING PATHWAY FROM HIS FIRST PAPER, ONSET OF WALKING TO A NEW WAY OF SOCIAL BIDDING, SECOND PAPER TO A CHILD'S LANGUAGE EXPERIENCE. WELL, LANA ALSO WORKS WITH KAREN, SO AS SHE WAS WATCHING THESE VIDEOS, SHE SUDDENLY BECAME INTERESTED IN THE FACT -- WOW, LOOK AT HOW MUCH CARRYING OF OBJECTS IS GOING ON. SO SHE COULDN'T HELP BUT NOTICE THAT, OH, MY GOODNESS, CRAWLER, TOO, THEY CARRY OBJECTS. HOW COULD THAT BE? COUNTER TO WHAT YOU WOULD SUPPOSE, EVEN THOUGH CRAWLERS, THEIR COMMON MODE -- THEY DON'T HAVE FRE TWO HANDS-FREE TO CARRY THINGS, HERE'S SOME VIDEO CLIPS OF LANA'S RE-USE -- SHE HAD TO DEVELOP ANOTHER CODE SYSTEM TRAINING ANOTHER GROUP OF CODERS AND RE-USE HER DISSERTATION DATA HERE AGAIN, AND HERE'S HOW CRAWLERS CAN CARRY OBJECTS. SOMETIMES THEY CRAWL AND IF IT'S A SMALL OBJECT -- YOU HAVE IT IN ONE HAND AND GO ALONG THE FLOOR, SOMETIMES THEY SCOOT ALONG WITH LARGER OBJECTS. SOMETIMES THEY'LL PUSH THE LARGE OBJECT ALONG THE FLOOR AS THEY'RE CRAWLING. SOMETIMES THEY ENGAGE IN WHAT KAREN CALLS BUM SHUFFLING, HOLDING AN OBJECT AND SHUFFLING ALONG THE FLOOR, AND THEN OTHER TIMES THEY ACTUALLY PUT THE OBJECT IN THEIR MOUTHS AND THEY CRAWL TO CARRY IT AROUND. SO THE RE-USE ENCODING OF THESE BEHAVIORS HIGHLIGHTED THE VERY UNIQUE SOLUTIONS THAT BABIES CAN GENERATE TO TRANSPORTING OBJECTS FROM PLACE TO PLACE EVEN UNDER PHYSICAL CONSTRAINTS. SO I WOULD BE REMISS NOT TO INCLUDE AN EXAMPLE OF KAREN'S RE-USE OF DATA, MY DEAREST COLLEAGUE AT NYU. HERE IS THE GORGEOUS PAPER ACTUALLY IT'S BEAUTIFUL, IN PSYCH SCIENCE, "HOW DO INFANTS LEARN TO WALK?" AND THE RESEARCH ANSWER WAS THROUGH THOUSANDS OF STEPS AND DOZENS OF FALLS PER DAY. SO THIS PAPER WAS GROUND BREAKING IN ITS CODING ENORMITY. EVERYONE KNEW THAT EXPERIENCE WITH WALKING IS VERY IMPORTANT. THE MORE EXPERIENCE YOU HAVE, THE MORE DAYS, THE MORE PROFICIENT YOU ARE, THE FASTER YOU ARE, ARE THE MORE YOU COVER DISTANCE AND SO FORTH. AT LEAST IF YOU STUDY LOCOMOTION, YOU WOULD KNOW THAT, OR IF YOU LIVE WITH CHAIRMAN, YOU WOULD. BUT NO ONE KNEW, NO ONE HAD EVER, EVER DOCUMENTED WHAT THE BLACK BOX WAS. WHAT DOES THAT MEAN? 10 DAYS, HOW MUCH IS REALLY GOING INTO THE SYSTEM? THE SHEER MAGMA TEUD OF MAGNITUDE. SO KAREN GATHERED VIDEOS OF KIDS FREELY PLAYING IN HER LAB AND SHE ACTUALLY HAD HER STUDENTS COUNT EVERY SINGLE STEP THESE WALKERS TOOK, HOW MANY FALLS THEY HAD, WHAT DISTANCE THEY TRAVERSE, THE AREA THEY COVERED AND SO FORTH. ONLY VIDEO WOULD EVER LET YOU ASK SUCH A QUESTION. SO LET ME SHOW YOU WHAT THIS LOOKS LIKE IN KAREN'S PLAY LAB, WHERE SHE DEVELOPED THIS KIND OF FREE PLAY STUDY TO EXAMINE EXPERIENCE. THEY JUST DIDN'T STOP. IN HER LAB, THEY WALKED EVERYWHERE. THEY EXPLORE ALL THE DIFFERENT CORNERS. SO SHE SENT IT IN FOR REVIEW, AND WHAT DO YOU THINK THE REVIEWERS ARE ALWAYS SKEPTICAL, SO THE REVIEWERS SAID, WELL, OF COURSE THEY'RE WALKING A LOT, THEY'RE IN YOUR LAB ENVIRONMENT, IT'S NEW, THEY'VE NEVER BEEN THERE, IT'S UNFAMILIAR. HOW COULD YOU POSSIBLY SAY THEY WALK TOO MUCH? WHAT YOU REALLY NEED TO DO IS A STUDY IN THE NATURAL SETTING OF THE HOME. SO KAREN TURNED TO LANA, SAID LANA, DIG UP THAT OLD DISSERTATION DATASET FOR US. BASICALLY EMBARKED ON COUNTING EVERY SINGLE STEPCHILDREN SHOWED IN THE HOME AND IMPORTANTLY SHE FOUND THAT BABIES TAKE JUST AS MANY STEPS, WHEN THEY'RE IN THE FAMILIARITY OF THEIR OWN HOME ENVIRONMENT. SO CONSEQUENTLY KAREN'S RESPONSE TO THE REVIEWERS WAS NOT RELEGATED TO THAT KIND OF PARAGRAPH, WE WRITE IN THE DISCUSSION, ONE LIMITATION, REUSING LANA'S DISSERTATION -- THOSE OF YOU WHO WANT LANA'S DISSERTATION -- IT'S ON DATABRARY. >> -- WAS ON MEDIA. JUST SAYING, IT COULD BE RECODED. >> YOU KNOW? WE HAVE A PAPER HERE, RACHEL. NOW LET ME TURN TO THE WORK OF CASEY, PH STUDENT ALSO FROM KAREN'S LAB. IF ANYONE KNOWS CASEY, HE IS LIKE THE KEENEST OBSERVER. LITERALLY, OF INFANT BEHAVIOR. SO HE'S SITTING THERE FROM THESE VIDEOS IN KAREN'S LAB AND HE'S NOTICED THEY HAVE THIS GAIT MATT, WHEN THEY'RE CRAWLING ALONG THE WALKWAY, THEY STOP TO SIT UP, THEY FOUND THEMSELVES FACING BACKWARDS, LIKE 90 TO 100 DEGREES FROM THE INITIAL DIRECTION THEY WERE HEADING. CASEY WONDERED, IS THIS TRUE, IS THIS A REAL IF HE NO PHENOMENA, OR IS THIS JUST SOMETHING I WOULD SEE O ON STRAIGHT PATH WALKWAY, HOW SITTING REORIENTED BODY POSITION. SO GEE, KAREN, LET ME LOOK AT YOUR FREE PLAY DATA IN THE LAB, LET'S SEE IF KIDS REORIENT ALSO IF THE FREE PLAY DATA. AND THEY DID. WE FOUND THE SAME THING. THEN WHO DO YOU THINK HE TURNED TO? LANA. LOOK AT YOUR NATURALISTIC HOME ENVIRONMENT STUFF AND SEE IF THEY ALSO, LIKE, ZIG-ZAG, AND YES, IN FACT, AT HOME THEY DO, THEY TURN THEIR BODY COMPLETELY AROUND, THEY SIT UP, IN A DIFFERENT ANGLE. SO THE REASON THIS IS SUPER INTERESTING IS BECAUSE WE'VE ALWAYS HAD - -- CHALLENGE THIS ASSUMPTION THAT CRAWLERS -- I'M GOING TO GO OVER THERE AND GET THAT OBJECT, AND THAT'S WHAT'S PROPELLING ME FORTH IN A LINEAR FASHION. THAT DOESN'T ACTUALLY HAPPEN. THEY STOP, THEY SIT, THEY TURN AND NOW THEY'RE GOING AN ENTIRELY DIFFERENT DIRECTION. SO THIS IS WHAT IT LOOKS LIKE. NOTICE THIS IS IN THE HOME. THIS IS IN THE LAB ON A RAISED WALKWAY, SAME THING HAPPENED. SO REALLY COOL. SO ON A FINAL ILLUSTRATION OF THE SCIENTIFIC VALUE, I'M GOING TO GIVE A CALLOUT TO MY FORMER COLLEAGUE, INCREDIBLY VAL EUNL EUBINVALUABLE TO THIS PROJECT. SO A FEW YEARS AGO, LANA, KAREN AND I THOUGHT IT WOULD BE REALLY FUN TO LOOK AT MARK BORNSTEIN'S CULTURE DATA WITH AN EYE TOWARD MOTOR DEVELOPMENT BECAUSE EVERYTHING WE'RE DOING IS IN NEW YORK CITY, LARGELY MIDDLE CLASS HOMES. SO NOW MARK HAS COLLECTED PILES OF VIDEO, PILES OF KIDS FROM CULTURES ALL AROUND THE WORLD, SO I THINK WE WENT DOWN TO DC TO WASHINGTON TO VISIT HIM, BUT WHICH SAID, MARK, LANA'S GOT THIS IDEA TO LOOK AT MOTOR DEVELOPMENT IN BABY'S NATURAL ENVIRONMENT IN CULTURES AT HOME AROUND THE WORLD, SO MARK SAID PICK A LETTER FROM A TO Z. SO WE WOULD SAY A AND HE WOULD SAY ARGENTINA. WE WOULD SAY B, HE WOULD SAY BRAZIL. WE WOULD SAY C, CAMEROON. SO ANYWAY, WE CHOSE SIX OF THE CULTURES AND LANA GOT A NEW TEAM OF CODERS, AND RE-USED ALL MARK'S VIDEOS AND RECODED EVERYTHING FOR INFANTS' BIDDING TO LOOK AT THEIR EXPERIENCES AROUND SITTING AND THE NATURAL CONTEXT OF THE HOME ENVIRONMENT. WHAT LANA FOUND REALLY BLEW OUR MINDS. I'M GOING TO SHOW YOU THIS VIDEO. YOU'RE SEEING A VIDEO OF A FIVE MONTH OLD IN CAMEROON, AND THIS 5 MONTH OLD IS SITTING ON A BENCH ON A HIGH BENCH, AND MOM LEAVES THE BABY. SHE LEAVES THE ROOM, GOODBYE, AND SHE'S GONE FOR MINUTES AT A TIME. NOW JUST TO PUT THIS IN PERSPECTIVE FOR THOSE OF YOU THAT DON'T KNOW MOTOR DEVELOPMENT, SEVEN MONTH OLDS IN THE UNITED STATES ARE A TEST OF CAN THEY SIT, FOR 30 SECONDS, THIS IS CAMEROON. BABY-SITS THERE, MOM KIND OF COMES BACK, THINK ABOUT HOW OLD YOUR INFANT WOULD HAVE TO BE BEFORE YOU'D LEAVE YOUR CHILD ON TOP OF THE CHANGING TABLE AND LEAVE THE ROOM FOR 30 MINUTES. RIGHT? THAT'S BASICALLY WHAT THIS MOM DID. WE SAW VIDEOS WHERE BABIES WERE LEFT FIVE MONTH OLDS, HIGH PLATFORMS, NOTHING TO SUPPORT THEM, AND THEY NEVER FELL ONCE. SO OH, THOSE MOMS WERE -- THE MOMS KNEW THEY COULD LEAVE THEIR BABIES, THAT THE BABIES WOULD BE SAFE. THIS IS NOW 28 MINUTES. THAT CHILD HAS NOT TOPPLED, NOT LOST BALANCE, WHATSOEVER. OKAY? COLEEN OVER, COULD PLAY WITH TOYS WITHOUT LOSING SUPPORT. IT ACTUALLY BLEW OUR MINDS AND IT REALLY SHOWED US HOW LITTLE WE KNOW ABOUT DEVELOPMENT UNLESS WE BEGIN TO LOOK AT A VARIETY OF EXPERIENCES OF CHILDREN AROUND THE GLOBE. -- THE PLAY PROJECT IS JUST A FIRST STEP TOWARD GLOBAL SCIENCE LEARNING AND DEVELOPMENTMENT SO LET ME SUMMARIZE BY SAYING TODAY, OUR GOAL WAS TO PRESENT A NEW SYNERGISTIC MODEL FOR DEVELOPMENTAL SCIENCE, TO SHOW THAT THE PLAY PROJECT IS A MODEL SYSTEM OF THAT NEW APPROACH, AND IF WE, LIKE WE, THE COLLECTIVE WE, SUCCEED, WE'RE GOING TO BE ABLE TO GENERATE AN INITIAL CORPUS OF 900 VIDEOS THAT PROMISES TO GROW FURTHER INTO AN INTERNATIONAL CORPUS OF LEARNING AND DEVELOPMENT AROUND THE WORLD. AND IF WE SUCCEED, WE WILL HAVE AN INFRASTRUCTURE FOR USE, RE-USE, REPRODUCIBILITY AND TRANSPARENCY THAT WILL PEN BENEFIT TRAINING AND SCIENTIFIC DISCOVERY BY RESEARCHERS TRULY AROUND THE GLOBE. SO THANKS TO ALL OF YOU FOR BEING HERE. [APPLAUSE] >> GREAT. SO WE'VE GOT A LITTLE BIT OF TIME FOR SORT OF A GENERAL WRAPUP DISCUSSION, AND I THINK WHAT I'D LIKE TO DO IS GIVE THE FLOOR TO SOME OF THE FOLKS WHO HAVE NOT HAD A CHANCERILY TO WEIGH IN. I KNOW THERE'S SOME PEOPLE WHO HAVE NOT HAD A CHANCE TO WEIGH IN. SO WHY DON'T I ASK PEOPLE HERE IN THE ROOM AND THEN OUR REMOTE PARTICIPANTS WHO HAVEN'T WEIGHED IN AND WOULD LIKE TO COMMENT, ASK A QUESTION, TO DO SO. SO ARE THERE FOLKS IN THE ROOM WHO WOULD LIKE TO WEIGH IN ON ANY OF THE TOPICS THAT WE'VE TALKED ABOUT TODAY? HAVE A LITTLE BIT OF CONVERSATION ABOUT WHERE WE GO NEXT. YES. >> AGAIN I'M GOING TO REHASH OLD GROUND BUT BEAR WITH ME. I KNOW THERE WERE REASONS, YOU KNOW, THERE'S REAPS AROUND PRACTICALITIES AND COST AND THINGS LIKE THAT, BUT I HAVE TO BELIEVE THERE'S SOME WAY TO DO THAT EASILY AND CHEAPLY SO THAT WE CAN GET A BETTER QUALITY AUDIO RECORDING FROM THE BABY'S PERSPECTIVE, AND I'M WONDERING IF MAYBE WE CAN AT LOWE'S TRY ANLEAST TRY AND FOLLOW THAT UP A LITTLE BIT. >> I THINK WE'RE DEFINITELY GOING TO CONTINUE THE CONVERSATION. THE FIRST QUESTION I WOULD HAVE IS, WHO'S DOING THAT WELL AND RELIABLY, WHO CAN WE TALK TO NOW THAT WE TEND TO GET A BEST PRACTICE FROM. IF THERE'S SOMEONE WHO'S DOING THAT WELL NOW, WE'D LIKE TO TALK WITH THEM AND FIGURE OUT HOW THEY'RE DOING THAT. >> IN THESE GOLD STANDARDS, GOLD STANDARD PILOT ONES, THE AUDIO QUALITY ISN'T QUITE AS OPTIMAL AS IT COULD BE SO WE'VE BEEN RESEARCHING FOR A MICROPHONE THAT CAN BE ATTACHED ON TO THE CAMERA THAT PROVIDES DIRECTIONALITY AND REALLY IMPROVES THAT QUALITY A LOT, SO IT COST A LOT OF NOISE CANCELLATION. IT'S NOT AS GOOD AS STICKING A LAB MIC ON A BABY BUT IT'S A HUGE IMPROVEMENT RATHER THAN JUST AN ON BOARD MICROPHONE FOR THE CAMERA. SO THE INTENTION IS TO USE THAT GOING FORWARD. >> THAT WAS SUPER HELPFUL, ARE THERE OTHER OPTIONS -- >> YOU MAY HAVE NOTICED THE CHILDREN WERE WEARING -- DEVICES, SO WE TRIED THAT. >> I HAVE A MUCH MORE GLOBAL COMMENT. CATHY, YOUR FINAL DISCUSSION THERE ABOUT LANA'S WORK AND ALL THE CONNECTIONS IS REALLY INTERESTS AND IT JUST MADE ME THINK LIKE ONE REASON THAT WORKED SO NICELY IS BECAUSE THE VIDEO RE-USE, THE OTHER IS YOU GUYS KNOW EACH OTHER, YOU'RE NEAR EACH OTHER AND YOU WORK TOGETHER, RIGHT? SO I MEAN, I THINK THIS PROJECT ON THE WHOLE IS REALLY INTERDISCIPLINARY, IT'S BRINGING PEOPLE TOGETHER, BUT I'M NOT QUITE SURE HOW MUCH IS BRINGING US TOGETHER, BECAUSE WITH THE -- AS WE THINK EACH LAB HAS TO WRITE A PAPER, WE'RE JUST GOING TO DO WHAT WE'RE GOOD AT. SO HOW ARE WE GOING TO BE ABLE TO -- HOW AM I GOING TO MEET AN OBJECT PERSON SO THAT I CAN WRITE A PAPER, YOU KNOW WHAT I MEAN? >> SO WE'RE ALL GOING TO TURN AROUND AND SHAKE THE HAND OF THE PERSON BEHIND US. >> OKAY, SO FIRST OF ALL, THE PLAY DATASET IS ESSENTIALLY LANA'S DISSERTATION DATASET EXCEPT THAT IT'S THREE DIFFERENT AGE GROUPS AND IT'S ALL AROUND THE COUNTRY INSTEAD OF JUST IN NEW YORK CITY. SECOND OF ALL, OUR HOPE AND EXPECTATION IS IF THESE OTHER CODES ARE AVAILABLE TO YOU. I ACTUALLY KNOW LETTI KNOWS ABOUT VERB MANNER AND PASS, SINCE LIKE THE FIRST TIME I MET HER, LIKE, 40 YEARS AGO, BUT MAYBE IF SHE RECEIVED 900 VIDEOS CODED FOR LOCOMOTION, I DON'T ACTUALLY KNOW WHAT MANNER AND PASS MEANS BUT SHE DOES AND SHE CAN ANSWER THAT QUESTION 900 TIMES. MY EXPECTATION, MEREDITH, IS THAT EVEN THOUGH YOU'VE NEVER THOUGHT ABOUT A BABY'S FEET EITHER, IF YOU HAD THOSE CODED DATA, MEREDITH WOULD HAVE NO TROUBLE COMING UP WITH COOL QUESTIONS TO ASK. >> THAT BEGS THE ASTHAWMTION -- DON'T YOU THINK IT WOULD WORK BETTER AND EASIER IF WE DID THAT TOGETHER? DO YOU KNOW WHAT I'M SAYING? IT'S THE ASSUMPTION THAT I'M GOING TO LOOK AT THIS LOCOMOTION CODING AND BE ABLE TO -- >> BUT YOU CAN. IF YOU -- AND I KIND OF LIKE THIS IDEA THAT YOU GUYS HAVE OF HAVING SORT OF A FORUM WHERE YOU CAN TALK TO EACH OTHER, SO IF YOU HAVE A LOCOMOTION QUESTION THAT GOES DEEPER THAN THAT FOUNDATIONAL CODING PATH, YOU CAN WRITE TO THE LOCOMOTION GROUP AND SAY VI THIS QUESTION, DOES ANYONE WANT TO WORK ON IT WITH ME? THEY'RE ALL REALLY COOL PEOPLE, I PROMISE YOU. THE OBJECT GROUP, TOTALLY, TOTALLY COOL. >> I JUST WANT TO MAKE ONE QUICK QUESTION, I THINK WE CAN DO BOTH, BECAUSE HERE'S WHY WE WERE THINKING THE WAY WE WERE. KAREN AND I DIDN'T WANT TO SET UP PLAY DATES. WE DID NOT SAY YOU'RE PLAYING WITH SO-AND-SO AND YOU GUYS ARE PLAYING TOGETHER AND WE'RE GOING TO HAVE A 3:00 GET TOGETHER AT THE LOCAL PLAYGROUND. WE WANT AUTONOMY TO EMERGE, BUT I AM HEARING, I TOTALLY AGREE, EVERYONE HERE IS SO COOL AND WE CAN HAVE MORE OF THOSE SYNERGISTIC CONVERSATIONS AND FIGURE OUT A WAY TO DO THAT. >> FOLLOWING THAT UP IS THAT TODAY WAS GREAT, BUT WHAT I REALLY AM SAD ABOUT IS IT'S ALMOST 4:00 AND I DIDN'T HAVE A LOT OF TIME TO TALK TO THE OTHER PEOPLE IN THE ROOM, AND I THINK THERE ARE A LOT OF THINGS THAT THE AUTONOMY IS GOOD AND I CAN IMAGINE LOTS OF WAYS TO USE THE DATA ALLOB ALONE IN MY LAB, BUT I WOULD HATE TO MISS OUT ON THE OPPORTUNITY TO BE ABLE TO PICK THE BRAINS OF EVERYBODY IN THE ROOM. >> I WANT TO SAY ALSO TODAY WAS MEANT TO INFORM -- SO WE'RE ALL ON THE SAME PAGE, WE HELD SEPARATE WEBINARS WITH EACH OF YOU, SO MOST OF YOU WEREN'T ON ALL OF THEM, SO THIS IS A WAY TO SAY THESE WERE THE DECISIONS THAT CAME OUT OF THOSE MANY, MANY, MANY PHONE CALLS, SO NOW THIS IS A GREAT STARTING POINT. >> WE HEARD YOU, WE WILL BE LOOKING AT WAYS TO CONTINUE THE CONVERSATION ELECTRONICALLY, WEBINARS, THOSE OF YOU WHO GO TO SRCD, THAT MAY BE AN OPPORTUNITY FOR US TO GET TOGETHER FACE TO FACE IN SOME SORT OF INFORMAL SETTING. >> WE NEED A SPEED DATING EVENT. >> PERFECT. SO WE WANT TO CONTINUE THE CONVERSATION TOO IN AS MANY WAYS PERSONALLY AND INTELLECTUALLY PRODUCTIVE. GO AHEAD. >> IECH INCREDIBLY EXCITED ABOUT THE POTENTIAL DIVERSITY ASPECT OF THIS PROJECT, PUTTING SO MANY LABS TOGETHER. MY THOUGHT IS, WHILE WE'RE STILL FINALIZING THE PROTOCOLS AND PROCEDURE, COULD WE ALSO PUT INTO CONSIDERATION THAT RATHER -- MAKING A SORT OF RIGID PROTOCOL SO THAT THE FAMILY HAS -- FAMILY HS TO FIT THE PROTOCOL, PERHAPS WE CAN BUILD IN SOME CUSHION SO WE CAN FIT IN MORE DIVERSE FAMILIES. FINALLY, I WANT TO MAKE A PLEA FOR A DIVERSITY PLAY GROUP, SO THAT WE CAN MAYBE TALK ABOUT, SHARE OUR EXPERIENCE ABOUT RECRUITMENT AND ALSO TRAINING OF UNDERGRADUATE AND GRADUATE STUDENTS TO WORK WITH THESE FAMILIES. >> SOMETHING WE DID AT A WORKSHOP A YEAR AGO, JUST HAVING EVERYBODY UPLOAD A PICTURE AND SOME CONTACT INFORMATION AND A BRIEF DESCRIPTION OF YOUR RESEARCH INTERESTS AND WHATEVER ELSE YOU THINK WOULD BE MEANINGFUL AND THAT WAY WE CAN KIND OF EXPLORE EACH OTHER'S WHO'S OUT THERE AND WHO I MIGHT BE INTERESTED IN TALKING TO. >> ONE QUICK QUESTION, IF WE POTENTIALLY OBSERVED SOMETHING UNSAFE IN AN INFANT'S HOUSE. I'M NOT SURE IF WE COULD REPORT ANYTHING AND STILL BE AN IRB COMPLIANCE, IF YOU NOTICE SOMETHING IN THE HOUSE THAT WAS UNSAFE BECAUSE YOU'D BE BREAKING UNCONFIDENTIALALITY, TO DW TO ANOTHEGO TO ANOTHER AGENCY AND TELL THEM WE SAW THIS THING. >> WE ARE MANDATORY REPORTERS ANYWAY SO I KNOW IF THERE'S ANY SUSPICION OF CHILD ABUSE, YOU MUST REPORT IT. >> I WAS WONDERING -- THIS IS AN UNLIKELY SCENARIO, BUT WHAT WOULD HAPPEN IF AN EXTERNAL GOVERNMENT POLICE AGENCY ASKED TO VIEW THE VIDEO FOR SOME OTHER REASON? >> THAT QUESTION HAS COME UP IN THE PAST. OKAY. WELL, MY BRIEF REMARKS REALLY, IT'S BEEN -- THERE'S NO WAY TO SUMMARIZE ALL OF THE SUBSTANTIVE COMMENTS THAT HAVE BEEN MADE. OBVIOUSLY WE DID A LOT OF WORK IN PREPARATION FOR THIS WORKSHOP TO MAKE IT A PRODUCTIVE INTENSIVE DAY. BUT IT'S VERY CLEAR THAT WE HAVE A LOT OF WORK TO DO BUT OUR WORK IS OUR PLAY, AS MANY OF YOU CAN ALSO JOIN US. SO ON BEHALF OF CATHY AND KAREN AND ALL OF US WHO HELPED TO MAKE SOME SPECIFIC THANKS TO VALENTINE ERA AND THE PALLADIAN PARTNER STAFF WHO HELPED PROVIDE LOCAL LOGISTICS AND PROVIDE ALL KINDS OF SUPPORT TO MAKE THIS EVENTUALLY POSSIBLE. SO WANT TO THANK VALENTINE WILL AND THERE WERE OTHER PEOPLE -- I WANT TO PAY PARTICULAR THANK YOU AND HUGE KUDOS TO THE DATABRARY TEAM WHO DID AN ENORMOUS AMOUNT OF WORK DOING THESE VIDEO, RELIABILITY CODES, WORKING WITH US ON CREATING THE WIKI AND SO FORTH, GLADYS CHAN, LANA, AND JOSH, I THINK I MENTIONED -- THERE MAY HAVE BEEN SOME OTHER CODERS WHO I DIDN'T KNOW ABOUT, BUT ALL OF THOSE PEOPLE WORKED INCREDIBLY HARD. WE'RE VERY PROUD OF ALL OF THEM. IT'S TERRIFIC. I WANT TO THANK YOU -- THANK YOU. [APPLAUSE] I WANT TO THANK YOU, THE LAUNCH GROUP MEMBERS, OTHER ADVISERS AND SUPPORTERS WHO HAVE DRAGGED YOURSELVES TO BETHESDA IN DECEMBER WHERE THE WEATHER IS UNCERTAIN WHEN THE POLAR VORTEX IS VORTEXING, BUT IT REALLY HAS BEEN JUST SO ENERGIZING TO BE IN THE ROOM AND HAVE SO MUCH SUBSTANTIVE CONVERSATION ABOUT INTERESTING AND FUN TOPICS AND WE REALLY DO LOOK FORWARD TO THIS BEING THE LAUNCH OF A BEAUTIFUL RELATIONSHIP. WE ALSO WANT TO THANK THE SPONSORS OF THE WORKSHOP, SO OBSSR, THE LEGO FOUNDATION, NYU, AND NICHD AND STAFF. SO ALL OF THEIR STAFF FOR MAKING THIS POSSIBLE. ALL OF THESE COMPONENTS NEEDED TO COME TOGETHER IN JUST THE RIGHT WAY, AND WE'RE DELIGHTED. AND SO TO CLOSE, I'D LIKE TO GIVE THE FLOOR TO LISA FOR SOME JUST CONCLUDING REMARKS. [APPLAUSE] >> THANK YOU. THANK YOU SO MUCH. AGAIN I WANT TO THANK ALL OF YOU WHO HAVE COME HERE. I WISH IT COULD HAVE BEEN A LONGER WORKSHOP. I KNOW WE NEEDED THE TIME. BUT UNFORTUNATELY TIME IS ALSO MONEY, AND YOU KNOW, WHAT COULD BE DONE. AND IT WAS A GREAT START. AND I'LL TELL YOU, I LOVE IT BECAUSE THERE'S A LOT OF DETAIL HERE. YOU GUYS HAVE REALLY -- YOU KNOW, DETAIL, KE DETAIL, THE DEVIL IS IN THE DETAILS, AND YOU HAVE A PERSONAL RELATIONSHIP WITH THAT DEVIL, DON'T YOU? [LAUGHTER] I THINK THIS IS CATAPULTING BEHAVIORAL SCIENCE INTO THE BIG DATA REALM. I CAN PROJECT. AND IT'S CATAPULTING BEHAVIOR INTO THE BIG DATA SCIENCE REALM, AND I'VE BEEN WATCHING THIS IN OTHER DOMAINS. AND I HAVEN'T SEEP A LOT OF THINGS, YOU KNOW, THIS IDEA, BIG DATA IS GOG REALLY CREATE ALL NEW INSIGHTS IN HOW THINGS WORK. I HAVEN'T SEEN A LOT OF THOSE INSIGHTS PUBLISHED YET. OR HAVE THAT REALLY COME TO THE FOREFRONT. BY I THINBUT I THINK THIS PROJECT WILL, HOW YOU'RE STARTING DIFFERENTLY IS NOT THAT IT'S JUST THE PROTOCOL, BUT THAT YOU HAVE DIFFERENT EXPERTISE COMING TOGETHER INITIALLY BEFORE THE DATA IS A EVEN DEVELOPED. SO THE TECHNOLOGY, YES, YOU'RE ALL GOING TO BE DO AGO STANDARD PROTOCOL BUT YOU'RE HAVING IT COMING FROM DIFFERENT VIEWPOINTS THAT YOU'RE THEN GOING TO BE ADDING TO AND THEN EXPLORING THAT DATA. SO I THINK THE INSIGHTS FOR DEVELOPMENT CAN COME FROM THIS KIND OF PROJECT AND THAT'S WHAT EXCITES ME. IT'S MAKING ME THINK THAT, GEE, MY JOB IS KIND OF FUN. AND I'M APPRECIATING THAT VERY MUCH. SO THANK YOU ALL SO MUCH. AND LET'S KEEP THIS GOING. OKAY? [APPLAUSE] >> OKAY. SO SAFE TRAVELS TO EVERYONE, WHEREVER YOU MAY BE GOING. THERE ARE MORE SNACKS OUTSIDE, SO YOU HAVE POCKETS, IT'S OKAY TO ADD A LITTLE EXTRA LAYER THIS TIME OF YEAR, RIGHT, WINTER IS COMING. I THINK THAT VALENTINE IS ABLE TO -- I STRONGLY SUGGEST -- WE WILL BE IN TOUCH, AND PLEASE BE IN TOUCH WITH US AS WELL. IF YOU HAVEN'T HAD A CHANCE TO DIG DEEP INTO THE DATABRARY VOLUME,, THE WIKI, WE REALLY WANT THE COMMENTS THAT YOU MIGHT NOT HAVE BEEN ABLE TO SHARE TODAY OR JUST DIDN'T GET YOUR WORD IN, PLEASE LET US KNOW THOSE THINGS SO WE CAN CONTINUE THIS PROCESS. THANK YOU ALL. [APPLAUSE]