Children are more exploratory and learn more than adults in an approach-avoid task

Economic risk proneness in middle childhood: Uncertainty-driven exploration or novelty-seeking?

Although economic risk proneness is usually observed in young children, the issues of how this preference changes during development and how novelty and uncertainty interact in motivating children's economic choices are unclear. This study investigated the developmental trajectory and mechanisms underlying attitude toward risk in the gain domain between 7 and 9 years of age. A total of 225 7- to 9-year-olds were presented with a series of gambling tasks in which they needed to choose between two options: one safe and one risky but with the same expected value. Among the three tasks proposed to participants, an unexpected event was associated with the risky option in one task and with the safe option in another task. By revealing that children become less attracted to uncertainty in gain contexts from 7 to 9 years of age, our results indicate a decrease in economic risk proneness at the onset of middle childhood. Our findings also showed that 7- to 9-year-olds choose the novel option more often when it is associated with risk versus safety. We suggest that economic risk proneness in young children is driven more by uncertainty exploration than by novelty-seeking.

Reinforcement learning increasingly relates to memory specificity from childhood to adulthood

In some contexts, abstract stimulus representations can effectively promote reward pursuit, whereas in others, detailed representations are needed to guide choice. Here, we ask how, across development, the reward statistics of the environment influence the specificity of both value-guided learning computations and recognition memory. Across two experiments (N = 224), we show that participants ages 8 - 25 years adaptively up- and down-weight detailed versus broader stimulus representations and that these learning computations relate to mnemonic specificity. When participants place greater weight on granular representations during learning, they better remember stimulus details, whereas when they place greater weight on broader representations, they show enhanced memory only for categorical information. Moreover, the strength of the coupling between learning and memory specificity increases with age. We demonstrate that from early in life, reward shapes the granularity with which the world is partitioned, and increasingly across development, the specificity with which experiences are remembered.

Individual differences in sequential decision-making

1People differ widely in how they make decisions in uncertain environments. While many studies leverage this variability to measure differences in specific cognitive processes and parameters, the key dimension(s) of individual variability in uncertain decision-making tasks has not been identified. Here, we analyzed behavioral data from 1001 participants performing a restless three-armed bandit task, where reward probabilities fluctuated unpredictably over time. Using a novel analytical approach that controlled for the stochasticity in this tasks, we identified a dominant nonlinear axis of individual variability. We found that this primary axis of variability was strongly and selectively correlated with the probability of exploration, as inferred by latent state modeling. This suggests that the major factor shaping individual differences in bandit task performance is the tendency to explore (versus exploit), rather than personality characteristics, reinforcement learning model parameters, or low-level strategies. Certain demographic characteristics also predicted variance along this principle axis: participants at the exploratory end tended to be younger than participants at the exploitative end, and self-identified men were overrepresented at both extremes. Together, these findings offer a principled framework for understanding individual differences in task behavior while highlighting the cognitive and demographic factors that shape individual differences in decision-making under uncertainty.

Wild Chimpanzees (Pan troglodytes schweinfurthii) Use Tools to Access Out of Reach Water

The use of tools to drink water is well-documented in wild chimpanzees, but the specific function of this behavior is unclear. Here we use a large data set of drinking behaviors spanning 14 years of observation from the Kanyawara community of chimpanzees living in Kibale National Park, Uganda, to test two possible functions of leaf-sponges and other drinking tools. On the one hand, chimpanzees may use tools to access water that is hard to reach, which predicts that chimpanzees will preferentially use tools to drink at tree holes and crevices compared to all other locations. Conversely, chimpanzees may use these tools to filter stagnant water, in which case they would use tools more often at holes and puddles compared to running water sources (e.g., streams). We compared both likelihood of using a tool to drink at different locations, as well as overall rates of drinking, and found chimpanzees in this community most often drink from streams without tools. However, when they do use tools, they preferentially do so to drink at tree holes. Given known age and sex effects on tool use in chimpanzees, we also examined demographic variation in drinking tool use to understand the emergence of this behavior. While females use tools more often than males overall-in part driven by differences in drinking rates at different locations-both males and females use tools more frequently at tree holes than other locations when they do drink there. Finally, comparisons by age indicate that this selectivity strengthens over development with older chimpanzees showing a more pronounced effect of using tools more often at tree holes, suggesting that younger chimpanzees may exhibit exploratory tool use behavior. These results pinpoint the specific function of tool use during drinking and further suggest that even simple tools may require learning for use in appropriate contexts.

Age-dependent predictors of effective reinforcement motor learning across childhood

Across development, children must learn motor skills such as eating with a spoon and drawing with a crayon. Reinforcement learning, driven by success and failure, is fundamental to such sensorimotor learning. It typically requires a child to explore movement options along a continuum (grip location on a crayon) and learn from probabilistic rewards (whether the crayon draws or breaks). Here, we studied the development of reinforcement motor learning using online motor tasks to engage children aged 3 to 17 years and adults (cross-sectional sample, N=385). Participants moved a cartoon penguin across a scene and were rewarded (animated cartoon clip) based on their final movement position. Learning followed a clear developmental trajectory when participants could choose to move anywhere along a continuum and the reward probability depended on the final movement position. Learning was incomplete or absent in 3 to 8-year-olds and gradually improved to adult-like levels by adolescence. A reinforcement learning model fit to each participant identified two age-dependent factors underlying improvement across development: an increasing amount of exploration after a failed movement and a decreasing level of motor noise. We predicted, and confirmed, that switching to discrete targets and deterministic reward would improve 3 to 8-year-olds' learning to adult-like levels by increasing exploration after failed movements. Overall, we show a robust developmental trajectory of reinforcement motor learning abilities under ecologically relevant conditions i.e., continuous movement options mapped to probabilistic reward. This learning may be limited by immature spatial processing and probabilistic reasoning abilities in young children and can be rescued by reducing task demands.

Preschoolers use probabilistic evidence to flexibly change or maintain expectations on an active search task

This study investigated 3- to 5-year-olds' (N = 64, 37 girls, 62.5% White, data collected between 2021-2022) ability to use probabilistic information gleaned through active search to appropriately change or maintain expectations. In an online fishing game, children first learned that one of two ponds was good for catching fish. During a subsequent testing phase, children searched the ponds for fish. Half saw outcomes that were probabilistically consistent with training, and the other half saw outcomes that were probabilistically inconsistent. Children in the Inconsistent condition adapted their search strategies, showing evidence of changing their expectations. Those in the Consistent condition maintained their initial search strategy. Trial-by-trial analyses suggested that children used a combination of heuristic and information integration strategies to guide their search behavior.

How cortico-basal ganglia-thalamic subnetworks can shift decision policies to maximize reward rate

All mammals exhibit flexible decision policies that depend, at least in part, on the cortico-basal ganglia-thalamic (CBGT) pathways. Yet understanding how the complex connectivity, dynamics, and plasticity of CBGT circuits translate into experience-dependent shifts of decision policies represents a longstanding challenge in neuroscience. Here we present the results of a computational approach to address this problem. Specifically, we simulated decisions driven by CBGT circuits under baseline, unrewarded conditions using a spiking neural network, and fit an evidence accumulation model to the resulting behavior. Using canonical correlation analysis, we then replicated the identification of three control ensembles (responsiveness, pliancy and choice) within CBGT circuits, with each of these subnetworks mapping to a specific configuration of the evidence accumulation process. We subsequently simulated learning in a simple two-choice task with one optimal (i.e., rewarded) target and found that feedback-driven dopaminergic plasticity on cortico-striatal synapses effectively manages the speed-accuracy tradeoff so as to increase reward rate over time. The learning-related changes in the decision policy can be decomposed in terms of the contributions of each control ensemble, whose influence is driven by sequential reward prediction errors on individual trials. Our results provide a clear and simple mechanism for how dopaminergic plasticity shifts subnetworks within CBGT circuits so as to maximize reward rate by strategically modulating how evidence is used to drive decisions.

The role of exploration and exploitation in primate communication

The concepts of social learning and exploration have been central to debates in comparative cognition research. While their roles in the origins of human cumulative culture on the one hand and creativity on the other have been highlighted, the two concepts have mostly been studied separately. In this article, we examine the relationship between adopting similar or different behaviours within a group, focusing on how exploration and exploitation shape primate communication systems. Using a comparative approach, we discuss how similarity and differentiation of communicative behaviour can be viewed as two endpoints on a continuum, impacting both individual- and group-level behavioural variation. While group-level variation is evident in some ape behaviours (e.g. foraging traditions), individual variation in communicative behaviour appears to outweigh group-level differences, making a widespread communicative culture in apes unlikely. Drawing parallels to language acquisition in human infants, we propose that ape communication follows an exploration-exploitation trajectory, with initial exploration gradually giving way to focused exploitation of genetically predisposed and/or individually developed communicative repertoires. By integrating the individual and social learning processes underlying communicative behaviour, we can gain a deeper understanding of how exploration-exploitation tensions shape communication systems across species.

Balancing exploration and exploitation? The impact of cost and inhibitory control on information gathering in early childhood

The information-seeking behaviour of adults focuses on optimizing the gathering and utilizing information to minimize search costs. In contrast, children tend to engage in information search during decision-making with less consideration for costs. This difference in behaviour is believed to be linked to the development of executive functions. Therefore, the present study aimed to investigate the relationship between executive function and cost-related information-gathering behaviour. We assessed 56 children aged 4-6 years, involving three tasks: an information-gathering task, an inhibitory control and a working memory task. In the information-gathering task, children participated in both non-cost and cost conditions, where they were given the opportunity to freely gather information or incur a cost to acquire information. The findings revealed that children with higher inhibitory control tended to gather less information when a cost was involved. This highlights the important role of inhibitory control in shaping information-seeking behaviour in early childhood.

Flexible information-seeking in chimpanzees

Humans can flexibly use metacognition to monitor their own knowledge and strategically acquire new information when needed. While humans can deploy these skills across a variety of contexts, most evidence for metacognition in animals has focused on simple situations, such as seeking out information about the location of food. Here, we examine the flexibility, breadth, and limits of this skill in chimpanzees. We tested semi-free-ranging chimpanzees on a novel task where they could seek information by standing up to peer into different containers. In Study 1, we tested n = 47 chimpanzees to assess if chimpanzees would spontaneously engage in information-seeking without prior experience, as well as to characterize individual variation in this propensity. We found that many chimpanzees engaged in information-seeking with minimal experience, and that younger chimpanzees and females were more likely to do so. In two subsequent studies, we then further tested chimpanzees who initially showed robust information-seeking on new variations of this task, to disentangle the cognitive processing shaping their behaviors. In Study 2, we examined how a subset of n = 12 chimpanzees applied these skills to seek information about the location versus the identity of rewards, and found that chimpanzees were equally adept at seeking out location and identity information. In Study 3, we examined whether a subset of n = 6 chimpanzees could apply these skills to make more efficacious decisions when faced with uncertainty about reward payoffs. Chimpanzees were able to use information-seeking to resolve risk and choose more optimally when faced with uncertain payoffs, although they often also engaged in information-seeking when it was not strictly necessary. These results identify core features of flexible metacognition that chimpanzees share with humans, as well as constraints that may represent key evolutionary shifts in human cognition.

Directing Attention Shapes Learning in Adults but Not Children

Children sometimes learn distracting information better than adults do, perhaps because of the development of selective attention. To understand this potential link, we ask how the learning of children (aged 7-9 years) and the learning of adults differ when information is the directed focus of attention versus when it is not. Participants viewed drawings of common objects and were told to attend to the drawings (Experiment 1: 42 children, 35 adults) or indicate when shapes (overlaid on the drawings) repeated (Experiment 2: 53 children, 60 adults). Afterward, participants identified fragments of these drawings as quickly as possible. Adults learned better than children when directed to attend to the drawings; however, when drawings were task irrelevant, children showed better learning than adults in the first half of the test. And although directing attention to the drawings improved learning in adults, children learned the drawings similarly across experiments regardless of whether the drawings were the focus of the task or entirely irrelevant.

Exploration, Distributed Attention, and Development of Category Learning

Category learning is a crucial aspect of cognition that involves organizing entities into equivalence classes. Whereas adults tend to focus on category-relevant features, young children often distribute attention between relevant and irrelevant ones. The reasons for children's distributed attention are not fully understood. In two category-learning experiments with adults and with children aged 4, 5, and 6 (N = 201), we examined potential drivers of distributed attention, including (a) immature filtering of distractors and (b) the general tendency for exploration or broad information sampling. By eliminating distractor competition, we reduced filtering demands. Despite identifying the features critical for accurate categorization, children, regardless of their categorization performance, continued sampling more information than was necessary. These results indicate that the tendency to sample information extensively contributes to distributed attention in young children. We identify candidate drivers of this tendency that need to be examined in future research.

Developmental differences in children and adults' enforcement of explore versus exploit search strategies in the United States and Turkey

Across development, as children acquire a deeper understanding of their environment, they explore less and take advantage, or "exploit," what they already know. Here, we test whether children also enforce exploration-oriented search behaviors onto others. Specifically, we ask whether children are more likely to encourage a search agent to explore versus exploit their environment, and whether this pattern varies across childhood (between 3 and 6 years). We also ask whether this pattern differs between children and adults, and generalizes across two different sociocultural contexts-Turkey and the United States-that differ on dimensions that might relate to children's decisions about exploration (e.g., curiosity-focused educational practices, attitudes toward uncertainty avoidance). Participants (N = 358) watched an agent search for rewards and were asked at various points whether the agent should "stay" (exploit) in their current location, or "go" (explore) to a new location. At all points in the experiment, children enforced exploration significantly more often than adults. Early in the agent's search, children in the US enforced exploration more often than children in Turkey; later in the search, younger children (from both sociocultural contexts) were more likely to continue enforcing exploration compared to older children. These findings highlight that children are not only highly exploratory themselves, but also enforce exploration onto others-underscoring the central role that exploration plays in driving early cognitive development across diverse sociocultural contexts. RESEARCH HIGHLIGHTS: The current study examined developmental and cross-cultural differences in children and adults' enforcement of explore-exploit search strategies. Children in the US and Turkey enforced exploration more than adults, who enforced exploitation more often; results were generally consistent across cultures with small differences. Mirroring developmental changes in children's own search behavior; the tendency to enforce exploration decreased between 3- to 6-years of age. Findings underscore the central role of an "exploration mindset" in children's early decision-making-even when exploration has no direct benefits to the child themselves.

Sensitivity to the Instrumental Value of Choice Increases Across Development

Across development, people tend to demonstrate a preference for contexts in which they have the opportunity to make choices. However, it is not clear how children, adolescents, and adults learn to calibrate this preference based on the costs and benefits of agentic choice. Here, in both a primary, in-person, reinforcement-learning experiment (N = 92; age range = 10-25 years) and a preregistered online replication study (N = 150; age range = 8-25 years), we found that participants overvalued agentic choice but also calibrated their agency decisions to the reward structure of the environment, increasingly selecting agentic choice when choice had greater instrumental value. Regression analyses and computational modeling of participant choices revealed that participants' bias toward agentic choice-reflecting its intrinsic value-remained consistent across age, whereas sensitivity to the instrumental value of agentic choice increased from childhood to early adulthood.

Children's moral evaluations of and behaviors toward people who are curious about religion and science

Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5- to 8-year-olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non-curious, or knowledgeable about religion or science; curiosity elicited relatively favorable moral evaluations (ds > .40). Study 2 (n = 62 7- to 8-year-olds; 48% female; 63% White) found that these evaluations generalized to behaviors, as children acted more pro-socially and less punitively toward curious, versus not curious, individuals (η p 2  = .37). These findings (data collected 2020-2022) demonstrate children's positive moral evaluations of curiosity and contribute to debates regarding overlap between scientific and religious cognition.

Exploration, exploitation, and development: Developmental shifts in decision-making

Decision-making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision-making in 188 three- to eight-year-old children (M = 64 months; 98 girls) and 26 adults (M = 19 years; 13 women). Children were recruited from ethnically diverse suburban middle-class neighborhoods of Columbus, Ohio, USA. Results indicate that mature reward-based choices emerge relatively late in development, with children tending to over-explore. Computational modeling suggests that this exploration is systematic rather than random, as children tend to avoid repeating choices made on the previous trial. This pattern of exploration (reminiscent of novelty preference) decreased with development, whereas the tendency to exploit increased.

Behind Closed Doors: The Hidden Realities of Indian Children Living With Alcohol-Dependent Parents

BACKGROUND

The negative impact of Paternal Alcohol Use Disorder (PAUD) on children's psychosocial well-being is an overlooked issue that warrants more global research attention. Alcohol dependence is often seen as a hidden problem with subtle yet harmful effects, especially on the children of those with alcohol dependence. These children often remain invisible due to their loyalty and unwillingness to disclose their dysfunctional family situation. However, in the Indian context, these invisible children receive limited and insufficient support.

AIM

This study aims to narrate the profound experiences of children growing up with fathers with Alcohol Use Disorder (AUD), highlighting the challenges of invisibility and the support they receive within the Indian cultural context.

METHODS

The study used a qualitative narrative research design, with a panel of child psychology experts selecting 12 participants aged 11-13 years. Data were collected through in-depth interviews and a semi-structured interview guide. The data collected were transcribed from the local language into English and analyzed using narrative thematic analysis.

RESULTS

The study revealed how PAUD negatively influences children's experiences and societal norms surrounding family honour and reputation. It also sheds light on the children's reluctance to seek help due to stigmatization, the circumstances that compel them to disclose their problems, and the support they receive to cope with these challenges.

IMPLICATIONS

 This study highlights the critical need for culturally specific interventions and support mechanisms in India to address the psychosocial challenges faced by children, emphasizing the importance of societal acknowledgment and strategic interventions to alleviate the detrimental impact of parental AUD on child well-being.

Expanding horizons in reinforcement learning for curious exploration and creative planning

Curiosity and creativity are expressions of the trade-off between leveraging that with which we are familiar or seeking out novelty. Through the computational lens of reinforcement learning, we describe how formulating the value of information seeking and generation via their complementary effects on planning horizons formally captures a range of solutions to striking this balance.

A developmental account of curiosity and creativity

Ivancovsky et al.'s Novelty-Seeking Model suggests several mechanisms that might underlie developmental change in creativity and curiosity. We discuss how these implications both do and do not align with extant developmental findings, suggest two further elements that can provide a more complete developmental account, and discuss current methodological barriers to formulating an integrated developmental model of curiosity and creativity.

Performance errors during rodent learning reflect a dynamic choice strategy

Humans, even as infants, use cognitive strategies, such as exploration and hypothesis testing, to learn about causal interactions in the environment. In animal learning studies, however, it is challenging to disentangle higher-order behavioral strategies from errors arising from imperfect task knowledge or inherent biases. Here, we trained head-fixed mice on a wheel-based auditory two-choice task and exploited the intra- and inter-animal variability to understand the drivers of errors during learning. During learning, performance errors are dominated by a choice bias, which, despite appearing maladaptive, reflects a dynamic strategy. Early in learning, mice develop an internal model of the task contingencies such that violating their expectation of reward on correct trials (by using short blocks of non-rewarded "probe" trials) leads to an abrupt shift in strategy. During the probe block, mice behave more accurately with less bias, thereby using their learned stimulus-action knowledge to test whether the outcome contingencies have changed. Despite having this knowledge, mice continued to exhibit a strong choice bias during reinforced trials. This choice bias operates on a timescale of tens to hundreds of trials with a dynamic structure, shifting between left, right, and unbiased epochs. Biased epochs also coincided with faster motor kinematics. Although bias decreased across learning, expert mice continued to exhibit short bouts of biased choices interspersed with longer bouts of unbiased choices and higher performance. These findings collectively suggest that during learning, rodents actively probe their environment in a structured manner to refine their decision-making and maintain long-term flexibility.

Children exhibit superior memory for attended but outdated information compared to adults

Research on the development of cognitive selectivity predominantly focuses on attentional selection. The present study explores another facet of cognitive selectivity-memory selection-by examining the ability to filter attended yet outdated information in young children and adults. Across five experiments involving 130 children and 130 adults, participants are instructed to use specific information to complete a task, and then unexpectedly asked to report this information in a surprise test. The results consistently demonstrate a developmental reversal-like phenomenon, with children outperforming adults in reporting this kind of attended yet outdated information. Furthermore, we provide evidence against the idea that the results are due to different processing strategies or attentional deployments between adults and children. These results suggest that the ability of memory selection is not fully developed in young children, resulting in their inefficient filtering of attended yet outdated information that is not required for memory retention.

Auditory Category Learning in Children With Dyslexia

PURPOSE

Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning mechanisms and unaffected Rule-Based (RB) category learning that is proposed to rely on declarative, hypothesis testing mechanisms. Importantly, learning mechanisms also change across development, with distinct developmental trajectories in both procedural and declarative learning mechanisms. It is unclear how dyslexia in childhood should influence auditory category learning, a critical skill for speech perception and reading development.

METHOD

We examined auditory category learning performance and strategies in 7- to 12-year-old children with dyslexia (n = 25; nine females, 16 males) and typically developing controls (n = 25; 13 females, 12 males). Participants learned nonspeech auditory categories of spectrotemporal ripples that could be optimally learned with either RB selective attention to the temporal modulation dimension or procedural integration of information across spectral and temporal dimensions. We statistically compared performance using mixed-model analyses of variance and identified strategies using decision-bound computational models.

RESULTS

We found that children with dyslexia have an apparent selective RB category learning deficit, rather than a selective II learning deficit observed in prior work in adults with dyslexia.

CONCLUSION

These results suggest that the important skill of auditory category learning is impacted in children with dyslexia and throughout development, individuals with dyslexia may develop compensatory strategies that preserve declarative learning while developing difficulties in procedural learning.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.25148519.

Nameability supports rule-based category learning in children and adults

The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., "red") or difficult (e.g., "mauve") to name. Adults (d = 1.06) and-to a lesser extent-children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.

Childhood unpredictability and the development of exploration

Early in development, the process of exploration helps children gather new information that fosters learning about the world. Yet, it is unclear how childhood experiences may influence the way humans approach new learning. What influences decisions to exploit known, familiar options versus trying a novel alternative? We found that childhood unpredictability, characterized by unpredictable caregiving and unstable living environments, was associated with reduced exploratory behavior. This effect holds while controlling for individual differences, including anxiety and stress. Individuals who perceived their childhoods as unpredictable explored less and were instead more likely to repeat previous choices (habitual responding). They were also more sensitive to uncertainty than to potential rewards, even when the familiar options yielded lower rewards. We examined these effects across multiple task contexts and via both in-person (N = 78) and online replication (N = 84) studies among 10- to 13-y-olds. Results are discussed in terms of the potential cascading effects of unpredictable environments on the development of decision-making and the effects of early experience on subsequent learning.

Understanding patch foraging strategies across development

Patch foraging is a near-ubiquitous behaviour across the animal kingdom and characterises many decision-making domains encountered by humans. We review how a disposition to explore in adolescence may reflect the evolutionary conditions under which hunter-gatherers foraged for resources. We propose that neurocomputational mechanisms responsible for reward processing, learning, and cognitive control facilitate the transition from exploratory strategies in adolescence to exploitative strategies in adulthood - where individuals capitalise on known resources. This developmental transition may be disrupted by psychopathology, as there is emerging evidence of biases in explore/exploit choices in mental health problems. Explore/exploit choices may be an informative marker for mental health across development and future research should consider this feature of decision-making as a target for clinical intervention.

Novelty and uncertainty differentially drive exploration across development

Across the lifespan, individuals frequently choose between exploiting known rewarding options or exploring unknown alternatives. A large body of work has suggested that children may explore more than adults. However, because novelty and reward uncertainty are often correlated, it is unclear how they differentially influence decision-making across development. Here, children, adolescents, and adults (ages 8-27 years, N = 122) completed an adapted version of a recently developed value-guided decision-making task that decouples novelty and uncertainty. In line with prior studies, we found that exploration decreased with increasing age. Critically, participants of all ages demonstrated a similar bias to select choice options with greater novelty, whereas aversion to reward uncertainty increased into adulthood. Computational modeling of participant choices revealed that whereas adolescents and adults demonstrated attenuated uncertainty aversion for more novel choice options, children's choices were not influenced by reward uncertainty.

Early adversity and the development of explore-exploit tradeoffs

Childhood adversity can have wide-ranging and long-lasting effects on later life. But what are the mechanisms that are responsible for these effects? This article brings together the cognitive science literature on explore-exploit tradeoffs, the empirical literature on early adversity, and the literature in evolutionary biology on 'life history' to explain how early experience influences later life. We propose one potential mechanism: early experiences influence 'hyperparameters' that determine the balance between exploration and exploitation. Adversity might accelerate a shift from exploration to exploitation, with broad and enduring effects on the adult brain and mind. These effects may be produced by life-history adaptations that use early experience to tailor development and learning to the likely future states of an organism and its environment.

Science Literacy: a More Fundamental Meaning

Over a century of attention to "science literacy for all" has not produced a public that can appreciate a common body of core science facts, concepts, and methods; nor have many acquired from their years in K-12 education the ability to apply science learning to everyday problems or to the scientific issues that concern a democracy. Some have called the endeavor impossible and moved on to lesser goals of science appreciation and heuristic guides to choosing trusted experts. However, a route to science literacy may yet be possible, if we redefine the goal as achieving literacy within a community. The tools for that end are different from what is generally offered in the classroom. What will be more helpful is a set of core values that underlie the generation of science concepts and facts, that inform the methods of science, and most importantly, that enable the social interchange that is the essence of the scientific endeavor. These values-the ethos of science-should be offered to elementary school students as a culture that forms through inquiry into questions students bring with them from their own experiences. Suggestions are offered as to how this might come about, with the central role occupied by the teacher as model and with the culture nurtured by the teacher, by a practitioner from the world of science, and eventually by the energy and contributions of the students themselves.

What made us "hunter-gatherers of words"

This paper makes three interconnected claims: (i) the "human condition" cannot be captured by evolutionary narratives that reduce it to a recent 'cognitive modernity', nor by narratives that eliminates all cognitive differences between us and out closest extinct relatives, (ii) signals from paleogenomics, especially coming from deserts of introgression but also from signatures of positive selection, point to the importance of mutations that impact neurodevelopment, plausibly leading to temperamental differences, which may impact cultural evolutionary trajectories in specific ways, and (iii) these trajectories are expected to affect the language phenotypes, modifying what is being learned and how it is put to use. In particular, I hypothesize that these different trajectories influence the development of symbolic systems, the flexible ways in which symbols combine, and the size and configurations of the communities in which these systems are put to use.

Self-motivated and directed learning across the lifespan

Self-motivated and directed learning is integral to knowledge base expansion for learners of all ages. Both motivational and cognitive processes drive self-motivated and directed lifelong learning, yet how these different processes operate together from childhood through adulthood is largely unknown. In this review, we discuss the role of personal motivators, such as beliefs in self-efficacy and personality traits in self-motivated and directed learning across the lifespan. We then consider the role of cognitive processes that contribute to knowledge base expansion in learners of all ages, specifically executive functions. We focus on working memory, inhibitory control, and task switching as potential determinants of lifelong learning. Finally, we integrate the two literatures, to discuss ways in which personal motivators may influence deployment of executive functions under self-motivated and directed conditions as a learner advances along a developmental trajectory. We also suggest ways to move the study of self-motivated and directed learning beyond observation and self-report measures thus affording experimental control. We aim to provide a more comprehensive understanding and novel insight to the mechanisms and processes of self-motivated and directed learning across the lifespan.

The benefits of immature cognitive control: How distributed attention guards against learning traps

Cognitive control allows one to focus one's attention efficiently on relevant information while filtering out irrelevant information. This ability provides a means of rapid and effective learning, but using this control also brings risks. Importantly, useful information may be ignored and missed, and learners may fall into "learning traps" (e.g., learned inattention) wherein they fail to realize that what they ignore carries important information. Previous research has shown that adults may be more prone to such traps than young children, but the mechanisms underlying this difference are unclear. The current study used eye tracking to examine the role of attentional control during learning in succumbing to these learning traps. The participants, 4-year-old children and adults, completed a category learning task in which an unannounced switch occurred wherein the feature dimensions most relevant to correct categorization became irrelevant and formerly irrelevant dimensions became relevant. After the switch, adults were more likely than children to ignore the new highly relevant dimension and settle on a suboptimal categorization strategy. Furthermore, eye-tracking analyses reveal that greater attentional selectivity during learning (i.e., optimizing attention to focus only on the most relevant sources of information) predicted this tendency to miss important information later. Children's immature cognitive control, leading to broadly distributed attention, appears to protect children from this trap-although at the cost of less efficient and slower learning. These results demonstrate the double-edged sword of cognitive control and suggest that immature control may serve an adaptive function early in development.

Children's Evolved Learning Abilities and Their Implications for Education

In this article, I examine children's evolved learning mechanisms that make humans the most educable of animals. These include (1) skeletal perceptual and cognitive mechanisms that get fleshed out over the course of development, mainly through play; (2) a high level of plasticity that is greatest early in life but that persists into adulthood; (3) remarkable social-learning capabilities; and (4) dispositions toward exploration and play. I next examine some evolutionary mismatches-conflicts between psychological mechanisms evolved in ancient environments and their utility in modern ones-specifically with respect to modern educational systems. I then suggest some ways educators can take advantage of children's evolved learning abilities to minimize the effects of evolutionary mismatches, including (1) following developmentally appropriate practices (which are also evolutionarily appropriate practices), (2) increasing opportunities for physical activities, (3) increasing opportunities to learn through play, and (4) taking advantage of stress-adapted children's "hidden talents." I argue that evolutionary theory informs teachers and parents about how children evolved to learn and can result in more-enlightened teaching methods that will result in a more enjoyable and successful learning experiences for children.

Novelty preferences depend on goals

People are sometimes drawn to novel items, but other times prefer familiar ones. In the present research we show, though, that both children’s and adults’ preferences for novel versus familiar items depend on their goals. Across four experiments, we showed 4- to 7-year-olds (total N = 498) and adults (total N = 659) pairs of artifacts where one was familiar and the other was novel (e.g., a four-legged chair and ten-legged chair). In Experiment 1, children wanted to have familiar artifacts, but to learn about novel ones. Experiment 2 replicated this pattern using a simpler procedure, and found the same pattern in adults. In Experiment 3, 4- to 6-year-olds and adults more strongly preferred familiar items when choosing which they would rather have than when choosing which they would rather try using. Finally, Experiment 4 replicated adults’ preferences to have familiar items and learn about novel ones with an additional set of items. Together these findings show that preferences for novelty depend on people’s goals. We suggest these effects arise because children and adults are motivated both by the promise of information and the desire for safe options in high commitment decisions that entail risk.

Developmental differences in description-based versus experience-based decision making under risk in children

The willingness to take a risk is shaped by temperaments and cognitive abilities, both of which develop rapidly during childhood. In the adult developmental literature, a distinction is drawn between description-based tasks, which provide explicit choice-reward information, and experience-based tasks, which require decisions from past experience, each emphasizing different cognitive demands. Although developmental trends have been investigated for both types of decisions, few studies have compared description-based and experience-based decision making in the same sample of children. In the current study, children (N = 112; 5-9 years of age) completed both description-based and experience-based decision tasks tailored for use with young children. Child temperament was reported by the children's primary teacher. Behavioral measures suggested that the willingness to take a risk in a description-based task increased with age, whereas it decreased in an experience-based task. However, computational modeling alongside further inspection of the behavioral data suggested that these opposite developmental trends across the two types of tasks both were associated with related capacities: older (vs. younger) children's higher sensitivity to experienced losses and higher outcome sensitivity to described rewards and losses. From the temperamental characteristics, higher attentional focusing was linked with a higher learning rate on the experience-based task and a bias to accept gambles in the gain domain on the description-based task. Our findings demonstrate the importance of comparing children's behavior across qualitatively different tasks rather than studying a single behavior in isolation.

Lower Levels of Directed Exploration and Reflective Thinking Are Associated With Greater Anxiety and Depression

Anxiety and depression are often associated with strong beliefs that entering specific situations will lead to aversive outcomes - even when these situations are objectively safe and avoiding them reduces well-being. A possible mechanism underlying this maladaptive avoidance behavior is a failure to reflect on: (1) appropriate levels of uncertainty about the situation, and (2) how this uncertainty could be reduced by seeking further information (i.e., exploration). To test this hypothesis, we asked a community sample of 416 individuals to complete measures of reflective cognition, exploration, and symptoms of anxiety and depression. Consistent with our hypotheses, we found significant associations between each of these measures in expected directions (i.e., positive relationships between reflective cognition and strategic information-seeking behavior or "directed exploration", and negative relationships between these measures and anxiety/depression symptoms). Further analyses suggested that the relationship between directed exploration and depression/anxiety was due in part to an ambiguity aversion promoting exploration in conditions where information-seeking was not beneficial (as opposed to only being due to under-exploration when more information would aid future choices). In contrast, reflectiveness was associated with greater exploration in appropriate settings and separately accounted for differences in reaction times, decision noise, and choice accuracy in expected directions. These results shed light on the mechanisms underlying information-seeking behavior and how they may contribute to symptoms of emotional disorders. They also highlight the potential clinical relevance of individual differences in reflectiveness and exploration and should motivate future research on their possible contributions to vulnerability and/or maintenance of affective disorders.