🚨 New paper out in Child Development! “Delay of gratification and adult outcomes: The marshmallow test does not reliably predict adult functioning” 🧵 doi.org/10.1111/cdev.1…

Heuristic: If >50% of the cost of your study goes to generating exogenous variation and then you present your analysis in a way that focuses on *other* variation, you might be self-deceiving.

This new Review from Drew Bailey et al. looks at key challenges for causal inference in studies of human behaviour and offers an overview of methodological solutions for these challenges. nature.com/articles/s4156…

Great collaboration with a bunch of very nice people. Outcome of our CIFAR / Jacobs Foundation causal inference workshop. Led by Drew Bailey & Kou Murayama in collab with Baobao Zhang @[email protected] , @CatherineALebel Julia Moeller Kording Lab 🦖 @dingding_peng Martin Lindquist & others

I am now in possession of a more accessible of nature.com/articles/s4156… --Bailey, D.H., Jung, A.J., Beltz, A.M. et al. Causal inference on human behaviour. Nat Hum Behav 8, 1448–1459 (2024). doi.org/10.1038/s41562… The abstract recommends a triangulation approach that compares

These are big effects, and I bet they will receive less attention than they deserve.

I am excited to share our new paper on the effects of Baby’s First Years unconditional cash transfers on maternal reports of child language & socioemotional development across the first three years of life! Check it out in Developmental Psychology: doi.org/10.1037/dev000…

Very happy to see our paper published in the Journal of Public Economics! We do not find significant reductions in maternal employment after four years of receiving an unconditional cash transfer.

Spending lots of time in interdisciplinary schools, it is striking how different the “cultures” are in writing and formatting of articles. Each discipline has a more than slightly different way to write the front-end. And not doing it “right” surely leads to a rejection...

One thing I find depressing / unintentionally funny about the replication crisis in psychology is there’s all this high-level drama about retractions & fraud, but the original study is like…“Thinking about God made undergrads (N=28) wash their hands 0.8 seconds longer (p=0.04)”.

Thankful for the recognition in DU's Impact Report and for my amazing team who made it all possible. First time i'm referred to as "faculty" 🤗

Little is known, although much is theorized, about the long-run benefits of boosting children's social-emotional skills. Across 450 post-test & follow-up impacts from 86 RCTs, we found similar fadeout rates for intervention impacts on social-emotional & cognitive skills. 1/11

Excited to share a new pre-print from myself, Emma Hart, Drew Bailey ,Meghan McCormick. Ben Lovett, & Tyler! We used a meta-analytic dataset of educational RCTs to examine the persistence and fadeout of constrained and unconstrained skills edworkingpapers.com/ai24-1069 🧵

This is just to say I don't believe your diff-in-diff Forgive me the effects are way too large plus forking paths And so many other things happened during that period

Last year, Killingsworth, Kahneman, and Mellers published a paper reporting that, for a group of unhappy people, money does not improve happiness. @dingding_peng, Sebastian E. Wenz, and I wrote separate critical comments of it, which were published today.

Our new review, with Tyler, Emma Hart, and April Yu, summarizing some recent work on "Learning about Development from Interventions" is published open access at Annual Review of Developmental Psychology. Comments, questions, insults welcome. annualreviews.org/content/journa…

One of my favorite IES resources are the practice guides. There are 5 guides with the research about teaching math. Given the two stop work orders I received last night (to stop work on 2 upcoming IES STEM practice guides), I'd download these now. buff.ly/4hyHeeI

A clear and compelling read on IES. I hope policymakers pay attention to this. There is a very strong bipartisan case to be made for continuing to fund the development, evaluation, and syntheses of evaluations of educational programs and policies.