Interested workshop attendees will have the opportunity to share their own research in many ways, such as during poster presentations.  We would like to invite you to apply to present your research during poster presentations. We anticipate having space for approximately 12-15 participants. Submitting an application does not guarantee your acceptance, but we will do our best to accommodate all applicants. 

Abstracts can be either identical to the ones submitted to the main CDS conference or completely new. To be considered for the opportunity, please complete this online application survey by March 19. Notifications will be sent out by March 30. The applications will be reviewed at one time (NOT on a rolling basis).

More Information about Presentation Formats:

Poster

• • Schedule:  Poster presenters will present their posters during a 45-minute Poster Presentation session scheduled between 10:40 AM - 11:25 AM. Individual posters will be displayed throughout the workshop.

  • Poster Size: Please follow the CDS guideline for making poster presentations.

  • Set Up: Presenters should set up their posters during the pre-conference registration (Thursday, 04/09, 8:25 AM - 10:30 AM).

  • Coffee Break & Conversation: Mentors will be asked to visit mentee posters to learn about research; coffee and networking for all attendees.

Posters

#1 Bright shiny garbage: Video content shown to low-income children is characterized by higher flicker by Sarah Stolp Shepherd 

#2 Children ask more questions when they think their teacher is AI by Blerim Jashari 

#3 Sleep may play a protective role against the negative effects of screen use on children's cognitive development by Tobias Constien

#4 Children's Evaluations of Intellectual and Physical Labor: Social Status, Traits, and the Role of Technology by Yuhan Wang

#5 "Zoom developmentalists": A thematic analysis and text mining of reflections from thirty-four developmental researchers on online developmental science during COVID-19 by I-An Su

#6 Family Media Practices Linked to Problematic Media Use in Early Childhood by Meryem Seyda Ozcan

#7 Children's Flexible Exploration and Parent Causal Inference in Digital Environments by Koeun Choi, Isminur Yilar, and Elizabeth Bonawitz

#8 Daily Fluctuations in Parent Reports of Infant Dysregulated Media Use: Results from a Daily Diary Study by Heather Kirkorian 

#9 Parental Perspective: The Role of Parental Digital Media Belief in Children's Media Beliefs, Memory, and Transfer Learning of Educational Content by Carla Macias

#10 Who reads the story matters: The impact of AI on preschoolers' learning during parent-child shared e-book reading by Mahmut Sami Gurdal

#11 Attending Together, While Apart: Joint Visual Attention in Grandparent-Grandchild Video Chats by Lauren J. Myers

#12 Examining Interrelations Among Temperament, Media Use, and Behavioral Problems in Early Childhood by Jing Chen

#13 Families' social norms and explanations about responsible technology use by Emily Foster-Hanson

#14 "Luckily, we're not getting a robot like this": Co-designing household robot privacy with tweens, teens, and their families by Jennica Li

#15 "I hear it's getting smarter": How children use and learn about search engines and chatbots by Justin Ruiz