{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T06:04:43Z","timestamp":1789538683591,"version":"build-2803163510"},"reference-count":79,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T00:00:00Z","timestamp":1789430400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T00:00:00Z","timestamp":1789430400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Developmental Science"],"published-print":{"date-parts":[[2026,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>The ability to learn and apply rules lies at the heart of cognition. In a seminal study, Marcus et\u00a0al. (1999) reported that 7\u2010month\u2010old infants learned abstract rules over syllable sequences and were able to generalize those rules to novel syllable sequences. Dozens of studies have since replicated that finding and extended it using different rules, modalities, stimuli, participants (human adults and non\u2010human animals) and experimental procedures. Yet questions remain about the generalizability of the core findings in Marcus et\u00a0al., and sources of variation across these findings. In the current study, we address this issue by testing 839 infants (650 after exclusions) of a wide age range (5;0\u201312;0 months) in a multi\u2010laboratory (30 laboratories, [31 samples]) conceptual replication of the Marcus et\u00a0al. study. This study and the analysis plan were submitted as a registered report. A mixed\u2010model analysis of the looking times at consistent versus\u00a0inconsistent test trials indicated no significant effect. The current study therefore finds no evidence for rule\u2010learning; to the contrary, a Bayesian analysis of the data indicated strong evidence for a null effect. This was similarly the case for the moderating factors that were part of the design: mono\u2010 versus\u00a0multilingualism, age, and experimental paradigm; none of these factors showed significant effects. Robustness analyses indicated that the results were not different in the case of different choices in the (pre\u2010)processing of the data. A follow\u2010up analysis for single labs indicated that there was no evidence of rule\u2010learning in 30 of the 31 contributed samples. The current finding raises fundamental issues about rule\u2010learning that are presented in the Discussion\u00a0section.<\/jats:p>","DOI":"10.1111\/desc.70259","type":"journal-article","created":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T05:31:11Z","timestamp":1789536671000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["ManyBabies 3: A Multi\u2010Lab Study of Infant Algebraic Rule Learning"],"prefix":"10.1111","volume":"29","author":[{"given":"Ingmar","family":"Visser","sequence":"first","affiliation":[{"name":"Department of Psychology University of Amsterdam Amsterdam the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andreea","family":"Geambasu","sequence":"additional","affiliation":[{"name":"Leiden University Centre for Linguistics Leiden University Leiden the 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