Evidence map›Paper›PMID 39531700›Full record

ArticleDevelopmental psychology2025

Remote Infant Studies of Early Learning (RISE): Scalable online replications of key findings in infant cognitive development.

Elena J Tenenbaum, Caitlin Stone, My H Vu, Madeleine Hare, Kristen R Gilyard, Sudha Arunachalam, Elika Bergelson, Somer L Bishop, Michael C Frank, J Kiley Hamlin and 16 more

Abstract read
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In one paragraph

Article in Developmental psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

26 authors.

Elena J TenenbaumDepartment of Psychiatry and Behavioral Sciences, Duke University School of Medicine.ORCID 0000-0002-0973-142X
Caitlin StoneDuke Center for Autism and Brain Development, Duke University.
My H VuSaba Research Institute, Children's Hospital Los Angeles.
Madeleine HareDepartment of Neurology, Children's Hospital of Los Angeles.
Kristen R GilyardDepartment of Psychology, Harvard University.
Sudha ArunachalamDepartment of Communicative Sciences and Disorders, New York University.
Elika BergelsonDepartment of Psychology, Harvard University.
Somer L BishopDepartment of Psychiatry and Behavioral Sciences, University of California San Francisco.
Michael C FrankDepartment of Psychology, Stanford University.ORCID 0000-0002-7551-4378
J Kiley HamlinDepartment of Psychology, University of British Columbia.
Melissa Kline StruhlDepartment of Brain and Cognitive Sciences, Massachusetts Institute of Technology.
Rebecca J LandaCenter for Autism Services, Science and Innovation, Kennedy Krieger Institute.
Casey Lew-WilliamsDepartment of Psychology, Princeton University.
Melissa E LibertusDepartment of Psychology, University of Pittsburgh.
Rhiannon J LuysterDepartment of Communication Sciences and Disorders, Emerson College.ORCID 0000-0001-8311-4772
Julie MarkantDepartment of Psychology, Tulane Brain Institute, Tulane University.
Maura Sabatos-DeVitoDepartment of Psychiatry and Behavioral Sciences, Duke University School of Medicine.
Stephen J SheinkopfDepartment of Pediatrics, Thompson Center for Autism and Neurodevelopment, University of Missouri.
Jennifer B WagnerDepartment of Psychology, City University of New York Graduate Center, City University of New York College of Staten Island.
Kayle ParkDuke Center for Autism and Brain Development, Duke University.
Anna I SoderlingDuke Center for Autism and Brain Development, Duke University.
Ashleigh K WatermanDuke Center for Autism and Brain Development, Duke University.
Jordan N GrapelDuke Center for Autism and Brain Development, Duke University.
Amit BermanoBlavatnik School for Computer Science, Tel-Aviv University.
Yotam ErelBlavatnik School for Computer Science, Tel-Aviv University.
Shafali JesteDepartment of Neurology, Children's Hospital of Los Angeles.

Funding

NIDCD NIH HHS L30 DC022112Simons Foundation Autism Research Initiative
6 · The paper itself

Abstract

The current article describes the Remote Infant Studies of Early Learning, a battery intended to provide robust looking time measures of cognitive development that can be administered remotely to inform our understanding of individual developmental trajectories in typical and atypical populations, particularly infant siblings of autistic children. This battery was developed to inform our understanding of early cognitive and language development in infants who will later receive a diagnosis of autism. Using tasks that have been successfully implemented in lab-based paradigms, we included assessments of attention, memory, prediction, word recognition, numeracy, multimodal processing, and social evaluation. This study reports results on the feasibility and validity of administration of this task battery in 55 infants who were recruited from the general population at age 6 months (

Indexed as

AttentionChild DevelopmentCognitionFemaleHumansInfantLanguage DevelopmentLearningMaleReproducibility of Results

Identifiers

PMID39531700
PMCPMC12372584

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.