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3-158 - Making Developmental Science More Open: Successes, Obstacles, and Solutions

Sat, March 23, 2:30 to 4:00pm, Baltimore Convention Center, Floor: Level 3, Room 309

Session Type: Invited SRCD Salon

Integrative Statement

Open Science entails applying the principles of openness to the entire research process, including hypothesis generation, data collection, data analysis, data storage, peer review, and manuscript publication and distribution. This panel will discuss why fully embracing an Open Science approach is an important goal for developmental science. Moreover, when it comes to achieving this goal, the panel will highlight areas of progress and identify remaining challenges as well as potential solutions to these challenges.

Sub Unit




Justin Jager is an Assistant Professor within the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. He earned his Ph.D. in developmental psychology from the University of Michigan. Dr. Jager’s research, which is supported by NIAAA, NIDA, and NIMHD, is primarily devoted to unpacking how complex person-context interactions inform substance use/abuse and mental health across developmental and historical time. Dr. Jager serves on the editorial boards of American Psychologist, Developmental Psychology, and Parenting: Science and Practice, is the current chair of SRA’s Finance Committee, and was co-chair and co-organizer of SRCD’s 2018 special topic meeting DEVSEC: Conference on the Use of Secondary and Open Source Data in Developmental Science.

Karen E. Adolph is Professor of Psychology and Neuroscience at New York University. She leads the and PLAY (Play and Learning Across a Year) projects to enable open sharing and reuse of research video, and she maintains the video-coding tool. Adolph received a B.A. from Sarah Lawrence College and Ph.D. from Emory University, and completed a postdoctoral fellowship at Albert Einstein College of Medicine. She is a Fellow of the American Psychological Association and Association for Psychological Science and Past-President of the International Congress on Infant Studies. She received the Kurt Koffka Medal, a Cattell Sabbatical Award, the Fantz Memorial Award, the Boyd McCandless Award, the ICIS Young Investigator Award, FIRST and MERIT awards from NICHD, and five teaching awards from NYU. She chaired the MSFR NIH study section and serves on the McDonnell Foundation advisory board. Adolph has published 155+ articles and chapters on perceptual-motor development.

Dr. Colombo received his Ph.D. in 1981 from the University of Buffalo, and after 6 years as a research associate at the University of Kansas, he joined the Kansas faculty in 1988. He has served as a department chair and associate dean; since 2007 has led the Schiefelbusch Institute for Life Span Studies and the NIH-funded Kansas Intellectual and Developmental Disabilities Research Center. He has served as Interim Vice Chancellor for Research since 2017. He is a member of the Brain, Behavior, and Quantitative Program in Psychology and is affiliated with interdisciplinary doctoral programs in Child Language, Clinical Child Psychology and Neuroscience. Over his career his work has been funded by NIH, NSF, and industry sources, and has published over 120 articles, written over 20 chapters, and authored or edited 5 books. He was an Associate Editor for Child Development (2006-2013) and Editor of Infancy (2013-2019).
Twitter: @johncolombo_ks

Pamela E. Davis-Kean is Professor of Psychology and Research Professor at the Institute for Social Research at the University of Michigan where she is the Director of the Population, Neurodevelopment, and Genetics Program. Her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement development of their children through parenting behaviors in the home environment. Dr. Davis-Kean's broader research agenda examines how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan. She is also a methodologist and an advocate for open and replicated science in psychology.
Twitter: @pdakean

Brian MacWhinney is Professor of Psychology, Computational Linguistics, and Modern Languages at Carnegie Mellon University. He has developed a model of first and second language processing and acquisition based on competition between item-based patterns. In 1984, he and Catherine Snow co-founded the CHILDES (Child Language Data Exchange System) Project for the computational study of child language transcript data. This system has extended to 13 additional research areas in the form of the TalkBank Project. MacWhinney’s recent work includes studies of online learning of second language vocabulary and grammar, neural network modeling of lexical development, fMRI studies of children with focal brain lesions, and ERP studies of between-language competition. He is also exploring the role of grammatical constructions in the marking of perspective shifting and the construction of mental models in scientific reasoning.