https://bura.brunel.ac.uk/handle/2438/8614 2026-10-19T05:40:47Z https://bura.brunel.ac.uk/handle/2438/33995 Title: Research methods: A collage: Mixed methods in the study of informal teaching in Yasawa, Fiji Authors: Kline, Michelle Editors: Lew-Levy, Sheina; Asatsa, Stephen Abstract: This chapter provides a non-comprehensive overview of the research methods used in cross-cultural studies of children. We present a collage of case studies and methods summaries that outline common practices and explore their theoretical, ethical, and practical implications. ... Description: Section 4.2 is part of chapter 4, 'Research Methods: A collage', by Elena Miu (author), Michelle Kline (contributions by), Ilaria Pretelli (contributions by), Bruce Rawlings (contributions by), Katja Liebal (contributions by), David F. Lancy (contributions by), Jing Xu (contributions by). Heejung Park (contributions by), Annemieke Milks (contributions by), Felix Reide (contributions by), Roman Stengelin (contributions by), Akira Takada (contributions by), and Joscha Kärtner (contributions by). 2025-05-09T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33993 Title: Studying childhood learning across cultures Authors: Davis, Helen Elizabeth; Amir, Dorsa; Badiani, Feryl; Kline, Michelle; Ndlovu, Nokwanda; Pope-Caldwell, Sarah; Rawlings, Bruce; Rosun, Nachita; Asatsa, Stephen Editors: Wen, Nicole; Lew-Levy, Sheina Abstract: This opening chapter outlines this book’s agenda: to promote a comprehensive, culturally informed approach to studying childhood, and to critically examine the predominance of western centric methodologies in developmental research. By integrating insights from evolutionary, anthropological, and psychological viewpoints, this chapter underscores the importance of investigating the cultural factors that influence child development and learning processes during childhood. Emphasizing the significance of incorporating Indigenous and local perspectives, we advocate for a more inclusive and culturally attuned approach. Finally, we support a mixed-methods approach as a means to enhance the credibility and ecological applicability of research outcomes, paving the way for a more comprehensive understanding of childhood in diverse cultural contexts. 2025-05-09T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33959 Title: What counts as an error in nonword reading? A methods study of acquired phonological dyslexia Authors: Tree, Jeremy J; Zakharchenko, Veronika; Jones, Alex L; Jones, Benjamin A Abstract: Acquired phonological dyslexia (PD) is typically characterised by impaired nonword reading, but defining what constitutes a nonword reading “error” is challenging due to variability in how even healthy readers pronounce nonwords. This study examined different methods for classifying such errors using data from younger adults (𝑛 = 41), older adults (𝑛 = 25), and a case series of individuals with suspected acquired PD (𝑛 = 6). Three scoring approaches were compared: (1) a mode-response accuracy method, which matches responses to the most common pronunciation; (2) an average response-overlap method, which assesses similarity to the full distribution of control responses; and (3) a singularly distinct response count, which identifies responses not produced by any other participant. Results showed that older adults exhibited greater variability than younger adults across all measures, suggesting that age significantly affects nonword reading performance. This highlights an important methodological issue: using younger normative data to assess older individuals may overestimate impairment. In the patient group, all three scoring methods broadly agreed in ranking severity across cases. However, the singularly distinct response metric provided clearer separation between patients and controls and captured a wider range of impairment severity. It also revealed that unique responses are relatively common even among typical readers, an underexplored finding. Overall, the study supports the importance of age-appropriate norms and more nuanced, response-level scoring methods in assessing acquired PD, with singularly distinct responses offering a potentially sensitive marker of disruption. Description: Scientific transparency statement: DATA: All raw and processed data supporting this research are publicly available: https://osf.io/xmz49/overview?view_only=56490b8ab7064f2e8b3223f5d6b032c0 . CODE: All analysis code supporting this research is publicly available: https://osf.io/xmz49/overview?view_only=56490b8ab7064f2e8b3223f5d6b032c0 . MATERIALS: Some study materials supporting this research are publicly available, while some are subject to restrictions: https://osf.io/xmz49/overview?view_only=56490b8ab7064f2e8b3223f5d6b032c0 ; Materials are contained in the manuscript or supplemental files. DESIGN: This article reports, for all studies, how the author(s) determined all sample sizes, all data exclusions, all data inclusion and exclusion criteria, and whether inclusion and exclusion criteria were established prior to data analysis. PRE-REGISTRATION: No part of the study procedures was pre-registered in a time-stamped, institutional registry prior to the research being conducted. No part of the analysis plans was pre-registered in a time-stamped, institutional registry prior to the research being conducted. For full details, see the Scientific Transparency Report in the supplementary data to the online version of this article.; Supplementary data are available online at: https://www.sciencedirect.com/science/article/pii/S0010945226002534?via%3Dihub#appsec1 . 2026-09-24T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33953 Title: Childcare in Transition: Evidence That Patterns of Childcare Differ by Degree of Market Integration in Northwestern Tanzania Authors: Hassan, Anushé; Lawson, David W; Schaffnit, Susan B; Urassa, Mark; Sear, Rebecca Abstract: Women have received help with child-rearing throughout human history, and much of this help would have come from kin. Market integration presumably reduces kin numbers in social networks, which may transform the patterns of support that mothers receive. Yet, few empirical studies have quantified the role of market integration in childcare arrangements. Using survey data from 808 under-5 children from Mwanza, Tanzania, we explore differences in childcare arrangements between a village that is less market-integrated and a town that is more market-integrated. We consider low-intensity and high-intensity childcare from fathers, siblings, maternal grandparents, paternal grandparents, maternal aunts/uncles, paternal aunts/uncles, and distant kin or nonkin. We generate data on, and investigate, an often assumed but rarely tested hypothesis: that market integration is associated with (1) lower odds of childcare support from kin and (2) higher odds of support from nonkin. We find mixed support: fathers, siblings, and paternal kin have lower odds, and distant kin/nonkin have higher odds, of providing care in the town than in the village. Maternal kin caregiving is not associated with place of residence. Our findings suggest that market integration disrupts paternal kin childcare arrangements but not care from maternal kin, who may overcome greater physical distances to maintain contact. Distant kin/nonkin appear to substitute for reduced support from close kin in the town. Description: Reproducibility and Data Availability: The data analyzed in this study are not public because of ethical restrictions but are available from the corresponding author upon reasonable request. 2026-08-01T00:00:00Z