Consequences of Eye Color,Positioning, and Head Movement for Eye‐Tracking Data Quality in Infant Research

Eye tracking has become a valuable tool for investigating infant looking behavior over the last decades. However, where eye‐tracking methodology and achieving high data quality have received a much attention for adult participants, it is unclear how these results generalize to infant research. This is particularly important as infants behave different from adults in front of the eye tracker. In this study, we investigated whether eye physiology, positioning, and infant behavior affect measures of eye‐tracking data quality: accuracy, precision, and data loss. We report that accuracy and precision are lower, and more data loss occurs for infants with bluish eye color compared to infants with brownish eye color. Moreover, accuracy was lower for infants positioned in a high chair or in the parents' lap compared to infants positioned in a baby seat. Finally, precision decreased and data loss increased as a function of time. We highlight the importance of data quality when comparing multiple groups, as differences in data quality can affect eye‐tracking measures. In addition, we investigate how two different measures to quantify infant movement influence eye‐tracker data quality. These findings might help researchers with data collection and help manufacturers develop better eye‐tracking systems for infants.     

The "quality " of early care and education settings: definitional and measurement issues

There is a widespread belief that high-quality early care and education can improve children's school readiness. However, debate continues about the essential elements of a high-quality experience, about whether quality means the same things across different types of care settings, about how to measure quality, and about the level of quality that might make a meaningful difference in outcomes for children. Are the aspects of the child care environment that researchers measure the ones that are most strongly related to children's development? This article argues that the ways in which researchers currently measure early care environments are flawed and that the conclusions drawn about the relationship between these measures and outcomes for children are frequently incorrect or overstated. The article addresses four questions: How is the quality of the child care environment commonly defined and measured? Do the most commonly used measures capture the child's experience? Do they work well across all settings? Are researchers drawing the correct conclusions from studies that relate the child care environment to child outcomes? Finally, the article discusses some possible directions for future research.     

On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies

The last 100 years have witnessed a fervent debate in the USA about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves as in competition with each other. Clearly, this polarization has promoted purists, namely, researchers who restrict themselves exclusively either to quantitative or to qualitative research methods. Mono‐method research is the biggest threat to the advancement of the social sciences. Indeed, as long as we stay polarized in research, how can we expect stakeholders who rely on our research findings to take our work seriously? Thus, the purpose of this paper is to explore how the debate between quantitative and qualitative is divisive and, hence, counterproductive for advancing the social and behavioural science field. This paper advocates that all graduate students learn to utilize and to appreciate both quantitative and qualitative research. In so doing, students will develop into what we term as pragmatic researchers.     

The Still‐Face Effect: Methodological Issues and New Applications

Over the last 25 years, the seemingly simple still‐face phenomenon has elicited a tremendous amount of empirical and theoretical work. Adamson and Frick (2003/this issue) provide a comprehensive review and in‐depth analysis of this large body of research. In our commentary, we focus on 3 major points. First, we described several methods to define operationally the still‐face effect. Second, we noted the important role of adult touch in the still‐face procedure, and that the effect can be reproduced without adult touch, by live, televised and “virtual” adult faces–‐making it a true “still‐face” effect. Third, we emphasized a major methodological strength of the still‐face procedure: the use of multiple response measures. By measuring both infant visual attention and affect responses, adaptations of the still‐face procedure provide infant researchers with a powerful general method for studying the development of infant social competence.     

Making Research Count: What Australian Social Work Researchers Think

A central question in the research utilisation literature is what happens to research evidence once it is produced. In social work, this has frequently translated to questions of whether and how social workers use research in practice. Despite these questions, relatively little is known about the ways in which research comes to be used in social work practice. This paper reports on a study of research utilisation in social work, which examined researchers’ perceptions of the factors impacting on research use in social work. The specific focus of this study was on the impact of interaction between researchers and practitioners on research use in practice. The study replicated a scale used in prior studies on knowledge utilisation to collect data from 60 Australian researchers publishing in social work journals, all of whom reported some level of research use by practitioners. Key variables were coproduction, engagement, and research utilisation. Implications for future use of the survey instrument for the measurement and implementation of research use in social work are discussed.     

Measuring and Modeling Cohabitation: New Perspectives From Qualitative Data

Almost all our knowledge about cohabitation in the United States rests on analysis of nationally representative, large‐scale surveys. We move beyond this work by drawing on 115 in‐depth interviews with a sample of young men and women with recent cohabitation experience. These data allow us to address two issues of central interest to family studies. First, we use our qualitative data to assess the measurement of cohabitation in surveys and the census. We find that current measurement strategies are probably underestimating cohabitation, and we may need to find new ways to measure cohabitation. Second, we employ qualitative findings to address issues relating to how we empirically model union formation. We find that the movement into cohabitation is not akin to marriage. It is often not a deliberate decision. Couples do not appear to be deciding between cohabitation and marriage; rather, their decision seems to center around whether to remain single or cohabit. These results have important implications for our analysis and understanding of cohabitation.     

A twice-told tale: a phenomenological inquiry into clients' perceptions of therapy

Typically, what we understand about therapy and the families we work with comes from the therapist's observations. This inquiry evolved out of the empirical data that indicate the dramatic importance of the client's perceptions to achieving a successful outcome. The research was guided by the understanding that it is vitally important for therapists and therapy researchers to listen to clients and to examine our practices and theoretical approaches in the light of the client's experience of them. This study is a phenomenological inquiry into the client's experience of therapy.     

ASSESSING ENVIRONMENTAL INEQUALITY: HOW THE CONCLUSIONS WE DRAW VARY ACCORDING TO THE DEFINITIONS WE EMPLOY

ABSTRACT

This article demonstrates that the conclusions environmental inequality researchers draw vary according to the definitions of environmental inequality they employ and that researchers can use a single set of results to test for the existence of multiple forms of environmental inequality. In order to illustrate these points, I set forth five definitions of environmental inequality, list the kinds of evidence we must obtain in order to determine whether each form of environmental inequality exists, and show how conclusions drawn from several recent environmental inequality studies vary depending on the definition of environmental inequality we employ. My goal is not to show that any one definition is superior to the others; nor am I trying to generalize from the studies reported here to a broader set of research findings. Instead, my goal is to a) show that we can use a single set of results to address a variety of environmental justice concerns and b) demonstrate that our interpretations of environmental inequality research have been too narrowly focused on one set of environmental inequality outcomes.     

A Survey of Common Practices in Infancy Research: Description of Policies,Consistency Across and Within Labs,and Suggestions for Improvements

Psychology is currently in a period of unprecedented self‐reflection, with particular attention being paid to research practices and policies. Although infancy researchers have a history of attending to research practice in the form of papers outlining how to best implement various methods and paradigms, less is known about the particular practices currently being used by researchers in the field, making it difficult to identify areas for improvement. To address this issue, we developed an online survey for measuring methodological practices in infancy laboratories around the world. Our results suggest that infancy researchers adopt a range of a priori research practices. Individuals earlier in their training (particularly within the first year) were more likely to report not knowing their lab's policies, especially regarding issues that arise late in the research process. Members of the same lab agreed on lab policies at above‐chance levels; however, improvements could be made. The use of clearly problematic research practices was relatively rare; however, several “risk‐permeable” practices were identified that may, under select circumstances, threaten data integrity. We discuss how our results could be used to improve practice in infant research.     

Still connecting the dots: An investigation into infants' attentional bias to threat using an eye-tracking task

An attentional bias toward threat has been theorized to be a normative aspect of infants' threat and safety learning, and an indicator of risk for internalizing psychopathology in older populations. To date, only four studies have examined this bias using the dot-probe task in infancy and the findings are mixed. We extended the literature by examining patterns of attention to threat in a culturally and linguistically diverse sample of infants aged 5–11 months old (N = 151) using all measures previously employed in the infant dot-probe literature. Given that an attentional bias toward threat is associated with higher risk of developing anxiety disorders later in life, we also examined how negative affect—an early correlate of later anxiety disorders—is related to attentional bias toward threat in infancy. This study was the first to use a consistent measure of negative affect across the whole sample. An eye-tracking dot-probe task was used to examine attentional bias toward threat (i.e., angry faces) relative to positive (i.e., happy faces) stimuli. Results showed that an attention bias to threat was not characteristic of infants at this age, and negative affect did not moderate the putative relationship between attention and emotional faces (angry, happy). These findings therefore suggest that attention biases to socio-emotional threat may not have emerged by 11 months old.     

Diversity and representation in infant research: Barriers and bridges toward a globalized science of infant development

Psychological researchers have become increasingly concerned with generalized accounts of human behavior based on narrow participant representation. This concern is particularly germane to infant research as findings from infant studies are often invoked to theorize broadly about the origins of human behavior. In this article, we examined participant diversity and representation in research published on infant development in four journals over the past decade. Sociodemographic data were coded for all articles reporting infant data published in Child Development, Developmental Science, Developmental Psychology, and Infancy between 2011 and 2022. Analyses of 1682 empirical articles, sampling approximately 1 million participants, revealed consistent under-reporting of sociodemographic information. For studies that reported sociodemographic characteristics, there was an unwavering skew toward White infants from North America/Western Europe. To address a lack of diversity in infant studies and its scientific impact, a set of principles and practices are proposed to advance toward a more globally representative science.     

“From Her Side of the Gossamer Wall(s)”: Reflexivity and Relational Knowing

Drawing on a provocative metaphor from an award-winning novel, this article argues that reflexivity can be conceived as three gossamer walls through which researchers construct knowledge from within three sets of relationships, including relations with: oneself (and the ghosts that haunt us); with research participants; and with one’s readers, audiences, and epistemological communities. On the other side of a first gossamer wall are relations with our many selves as well as with ‘ghosts,’ deeply buried across time and space, that may come back to haunt us when we are physically and emotionally invested in our research. Behind a second gossamer wall are the multi-layered relations between researchers and research respondents, relationships that can involve oral, audible, physical, emotional, textual, embodied, as well as shifting theoretical and epistemological dimensions. Finally, a third gossamer wall lies between ourselves and our readers and audiences as well as the epistemological or epistemic communities wherein our work is located, read, reviewed, and received. Rooted in an ethnography of Canadian primary caregiving fathers, the article contributes to current discussions of reflexivity in qualitative research practice by expanding dominant understandings of reflexivity as a self-centered exercise towards a consideration of other critical relationships that are part of how we come to know and write about others. The metaphor of gossamer walls, combining the sheerness of gossamer and the solidity of walls, provides for creative ways of conceptualizing reflexivity in temporal and spatial terms as well as to consider the constantly shifting degrees of transparency and obscurity, connection and separation that recur in the multiple relations that constitute reflexive research and knowing.     

Infant Eye-tracking in the Context of Goal-Directed Actions

This paper presents two methods that we applied to our research to record infant gaze in the context of goal-oriented actions using different eye-tracking devices: head-mounted and remote eye-tracking. For each type of eye-tracking system, we discuss their advantages and disadvantages, we describe the particular experimental setups we used to study infant looking and reaching, explain how we were able to use and synchronize these systems with other sources of data collection (video recordings and motion capture) in order to analyze gaze and movements directed toward 3D objects within a common time frame. Finally, for each method, we briefly present some results from our studies to illustrate the different levels of analyses that may be carried out using these different types of eye-tracking devices. These examples aim to highlight some of the novel questions that may be addressed using eye-tracking in the context of goal-directed actions.     

Evaluating the Quality of Social Work Supervision in UK Children’s Services: Comparing Self-Report and Independent Observations

Understanding how different forms of supervision support good social work practice and improve outcomes for people who use services is nearly impossible without reliable and valid evaluative measures. Yet the question of how best to evaluate the quality of supervision in different contexts is a complicated and as-yet-unsolved challenge. In this study, we observed 12 social work supervisors in a simulated supervision session offering support and guidance to an actor playing the part of an inexperienced social worker facing a casework-related crisis. A team of researchers analyzed these sessions using a customized skills-based coding framework. In addition, 19 social workers completed a questionnaire about their supervision experiences as provided by the same 12 supervisors. According to the coding framework, the supervisors demonstrated relatively modest skill levels, and we found low correlations among different skills. In contrast, according to the questionnaire data, supervisors had relatively high skill levels, and we found high correlations among different skills. The findings imply that although self-report remains the simplest way to evaluate supervision quality, other approaches are possible and may provide a different perspective. However, developing a reliable independent measure of supervision quality remains a noteworthy challenge.     

Creative and visual methods for exploring identities

There seems to be a growing interest in Europe in the use of visual methodologies within social research – studies in which participants are asked to make creative artefacts within the research process. Although readers of Visual Studies will already be familiar with techniques such as photo‐elicitation, the use of video, drawing, collage, Lego and other methods remains somewhat new. At conferences we find that people are interested to hear about this work, but are also puzzled about various issues, such as how researchers can use and interpret such visual artefacts. After a train journey in which we talked through various aspects of work in this field, we felt it might be of some use to interested researchers and students if we published a dialogue about it.     

Exploring racial identities through participatory visual and ethnographic methods: (Re)presenting the identities of ethnic minority youth in Hong Kong

There is increasing research attention to the integration of ethnic minority youth in Hong Kong. Within this attention lies an interest in how these young people make sense of their identities in relation to their schooling experiences. From a qualitative methodological viewpoint, researchers’ positionalities, including their cultural background and scholarly motivations, have implications on the ways in which they (re)present their findings. Using the axes of insider and outsider, we reflect on and compare how we have approached two studies with ethnic minority youth in Hong Kong. We discuss the potential affordances and tensions of cultural insider and outsider roles in our research to highlight the cultural dynamics in our interactions with our participants. As we advance dialogue on how researchers approach their work through their own cultural positionalities, we offer a nuanced account of the complexities surrounding the ‘making’ of ethnic minority young people’s identities in Hong Kong.     

What does client satisfaction tell us about effectiveness?

It is common in child protection research to undertake studies of client satisfaction with services. Although these studies have their own intrinsic value, it has been argued that they tell us little if anything about effectiveness—high levels of client satisfaction mean little if child abuse continues to occur. This study, undertaken in a statutory child protection service in Australia, considers the relationship between client satisfaction and other outcome measures, including worker estimates of client progress, further notifications of abuse and whether or not children have been removed. The results show strong correlations between different measures of client satisfaction and strong correlations between different measures of worker estimates of client progress. They show weaker but statistically significant correlations between client satisfaction and worker estimates of client progress, and between client satisfaction and further notifications. There is also a significant relationship between client satisfaction and children remaining at home. However, this applies only to parents, relatives and carers, not to the primary clients themselves. It is concluded that client satisfaction studies may have value beyond simply measuring client satisfaction. However, the study also supports an argument for using more than one outcome measure if the aim is to measure effectiveness. Copyright © 2008 John Wiley & Sons, Ltd.     

Child,Caregiver, and Temperament Contributions to Infant Joint Attention

Little is known about variables that may contribute to individual differences in infant joint attention, or the coordination of visual attention with a social partner. Therefore, this study examined the contributions of caregiver behavior and temperament to infant joint attention development between 9 and 12 months. Data were collected from 57 infants using a caregiver–infant paradigm, an infant–tester paradigm, and a parent report of infant temperament. Nine‐month measures of caregiver scaffolding and infant initiating joint attention (IJA) with testers were significantly related to 12‐month infant IJA with testers. A temperament measure of positive emotional reactivity was related to 9‐month IJA, and a measure of negative emotional reactivity was related to 12‐month IJA. Temperament and caregiver scaffolding measures, however, were not associated with the development of infant responding to joint attention. These results further the understanding of the multiple processes that contribute to joint attention development in infancy, and support the hypothesis that initiating and responding measures tap different aspects of joint attention development.     

The Development and Validation of the Couple and Relationship Education Attitudes Index: Results from Two Studies

As relationship educators work to reach more participants for their programs, they often face challenges with recruitment and retention. The theory of planned behavior, along with research, posits that attitudes are often predictive of behavior, and that attitudes toward education and help-seeking can be varied by unique contexts. This paper reports on the development and validation of an index that measures attitudes toward couple relationship education (CRE). The two scales within this index (benefits of CRE & CRE is not a good fit) assess how comfortable individuals are with CRE. The results from two studies support the validation of the index and show how CRE attitudes are linked to relational factors and a measure of intentions to attend CRE, using the scales within the index. Implications for researchers and practitioners are discussed.     

Questioning the Suitability of Traditional Self-Report Family Functioning Measures for Single-Parent Families with Young Children

Family functioning is a common interest of social science and health researchers. Most often, well-established self-report instruments are used to measure family functioning. Although these instruments have been used with families of diverse compositions, our experiences using one of the commonly used instruments, the McMaster Family Assessment Device (FAD), suggest that it is not appropriate for single-parent families with young children. In addition to describing the difficulties we encountered with the FAD, we discuss our experiences in relation to current research findings about the processes and effectiveness of family functioning in single-parent families. As well, we examine other frequently used self-report family functioning instruments, the results of which lead us to question the suitability of any of the commonly used self-report family functioning instruments for single-parent families with young children. We conclude by arguing for the development of family functioning instruments that are appropriate for diverse family structures and compositions.