Affiliation of Author, Researcher, or Creator
School of Communication
Department
Communication Sciences and Disorders
Author(s)
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, Melissa Kline Struhl, Rebecca J Landa, Casey Lew-Williams, Melissa E Libertus, Rhiannon J Luyster, Julie Markant, Maura Sabatos-DeVito, Stephen J Sheinkopf, Jennifer B Wagner, Kayle Park, Anna I Soderling, Ashleigh K Waterman, Jordan N Grapel, Amit Bermano, Yotam Erel, Shafali Jeste
Resource Type
Article
Publication, Publisher or Distributor
Developmental Psychology
Publication Date
1-2025
Brief Description
The current manuscript describes the Remote Infant Studies of Early Learning (RISE), 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 (n=29; 14 female, 15 male) or 12 months (n=26; 14 female, 12 male) (62% White, 13% Asian, 1% Black, 1% Pacific Islander, 22% more than one race; 6% Hispanic). Infant looking behavior was recorded during at-home administration of the battery on the family’s home computer and automatically coded for attention to stimuli using iCatcher+, open-access software that assesses infant gaze direction. Results indicate that while some tasks replicated lab-based findings (attention, memory, prediction, and numeracy, others did not (word-recognition, multimodal processing, and social evaluation). These findings will inform efforts to refine the battery as we continue to develop a robust set of tasks to improve understanding of early cognitive development at the individual level in general and clinical populations.
Keywords
Remote Infant Studies of Early Learning (RISE), cognitive development, language development, autistic children
Recommended Citation
Tenenbaum, E. J., Stone, C., Vu, M. H., Hare, M., Gilyard, K. R., Arunachalam, S., Bergelson, E., Bishop, S. L., Frank, M. C., Hamlin, J. K., Kline Struhl, M., Landa, R. J., Lew-Williams, C., Libertus, M. E., Luyster, R. J., Markant, J., Sabatos-DeVito, M., Sheinkopf, S. J., Wagner, J. B., Park, K., Soderling, A. I., Waterman, A. K., Grapel, J. N., Bermano, A., Erel, Y., & Jeste, S. (2025). Remote Infant Studies of Early Learning (RISE): Scalable online replications of key findings in infant cognitive development. Developmental Psychology, 61(1), 151–167. https://doi.org/10.1037/dev0001849
Preferred Citation Style
APA
Peer Reviewed
1
License Agreement
1