This is the landing site for PSYC 4540 T39/7310 T34, a course on Open and Collaborative Science in the Psychology Department at the University of Manitoba, Winter 2020 (Instructor: Dr. Melanie Soderstrom). All course-related (pedagogical) materials here may be freely reused in whole or in part for non-commercial pedagogical or personal use. Attribution is appreciated but not required. Of course papers and other intellectual property mentioned in the courses slides are subject to their own copyrights. Materials directly related to the class research project (as opposed to pedagogical materials) should be attributed appropriately according to standards of Open Science and basic scientific inquiry. **Results**: Caregivers' ability to respond appropriately to infants' vocalizations may play an important role in infants' language development. Their gender and caregiving experience may also be important factors that influence how they respond. In this study, we were looking at whether adult participants can identify the infant’s sex, language and age range based on the infant vocalization better than chance and if childcare/caregiving experience or gender of the participants affects their discrimination ability. We found that: 1. Participants could not identify the sex of the infants better than chance. (See the figure for sex judgements: https://github.com/melsod/OCSWinter2020/blob/master/paper/figures/hist_sex.png) 2. Participants could identify whether the infants were learning English or another language better than chance. (See the figure for language judgements: https://github.com/melsod/OCSWinter2020/blob/master/paper/figures/hist_language.png) 3. Participants could identify the infants’ age ranges better than chance. (See the figure for age judgements: https://github.com/melsod/OCSWinter2020/blob/master/paper/figures/hist_age.png) 4. Neither childcare/caregiving experience nor gender of the participants affects their identification of the infant’s language or age.