Limited evidence of test-retest reliability in infant-directed speech preference in a large preregistered infant experiment.

Autor: Schreiner MS; Psychology of Language Department, University of Göttingen, Göttingen, Germany.; Leibniz ScienceCampus 'Primate Cognition', Göttingen, Germany., Zettersten M; Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.; Department of Psychology, Princeton University, Princeton, New Jersey, USA., Bergmann C; Max Planck Insitute for Psycholinguistics, Nijmegen, Netherlands., Frank MC; Department of Psychology, Stanford University, Stanford, California, USA., Fritzsche T; Department of Linguistics, Cognitive Sciences, University of Potsdam, Potsdam, Germany., Gonzalez-Gomez N; Department of Psychology, Oxford Brookes University, Oxford, United Kingdom., Hamlin K; Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada., Kartushina N; Center for Multilingualism in Society across the Lifespan, Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway.; Department of Psychology, University of Oslo, Oslo, Norway., Kellier DJ; Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA., Mani N; Psychology of Language Department, University of Göttingen, Göttingen, Germany.; Leibniz ScienceCampus 'Primate Cognition', Göttingen, Germany., Mayor J; Department of Psychology, University of Oslo, Oslo, Norway., Saffran J; Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA., Shukla M; Department of Developmental and Social Psychology, Università di Padova, Padua, Italy., Silverstein P; Institute for Globally Distributed Open Research and Education, Gothenburg, Sweden.; Department of Psychology, Ashland University, Ashland, USA., Soderstrom M; Department of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada., Lippold M; Leibniz ScienceCampus 'Primate Cognition', Göttingen, Germany.; Department of Economic and Social Psychology, University of Göttingen, Göttingen, Germany.
Jazyk: angličtina
Zdroj: Developmental science [Dev Sci] 2024 Nov; Vol. 27 (6), pp. e13551. Date of Electronic Publication: 2024 Jul 22.
DOI: 10.1111/desc.13551
Abstrakt: Test-retest reliability-establishing that measurements remain consistent across multiple testing sessions-is critical to measuring, understanding, and predicting individual differences in infant language development. However, previous attempts to establish measurement reliability in infant speech perception tasks are limited, and reliability of frequently used infant measures is largely unknown. The current study investigated the test-retest reliability of infants' preference for infant-directed speech over adult-directed speech in a large sample (N = 158) in the context of the ManyBabies1 collaborative research project. Labs were asked to bring in participating infants for a second appointment retesting infants on their preference for infant-directed speech. This approach allowed us to estimate test-retest reliability across three different methods used to investigate preferential listening in infancy: the head-turn preference procedure, central fixation, and eye-tracking. Overall, we found no consistent evidence of test-retest reliability in measures of infants' speech preference (overall r = 0.09, 95% CI [-0.06,0.25]). While increasing the number of trials that infants needed to contribute for inclusion in the analysis revealed a numeric growth in test-retest reliability, it also considerably reduced the study's effective sample size. Therefore, future research on infant development should take into account that not all experimental measures may be appropriate for assessing individual differences between infants. RESEARCH HIGHLIGHTS: We assessed test-retest reliability of infants' preference for infant-directed over adult-directed speech in a large pre-registered sample (N = 158). There was no consistent evidence of test-retest reliability in measures of infants' speech preference. Applying stricter criteria for the inclusion of participants may lead to higher test-retest reliability, but at the cost of substantial decreases in sample size. Developmental research relying on stable individual differences should consider the underlying reliability of its measures.
(© 2024 The Author(s). Developmental Science published by John Wiley & Sons Ltd.)
Databáze: MEDLINE
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