Development of planning in 4- to 10-year-old children: Reducing inhibitory demands does not improve performance

Contextualizing predictive minds

The structure of human memory seems to be optimized for efficient prediction, planning, and behavior. We propose that these capacities rely on a tripartite structure of memory that includes concepts, events, and contexts-three layers that constitute the mental world model. We suggest that the mechanism that critically increases adaptivity and flexibility is the tendency to contextualize. This tendency promotes local, context-encoding abstractions, which focus event- and concept-based planning and inference processes on the task and situation at hand. As a result, cognitive contextualization offers a solution to the frame problem-the need to select relevant features of the environment from the rich stream of sensorimotor signals. We draw evidence for our proposal from developmental psychology and neuroscience. Adopting a computational stance, we present evidence from cognitive modeling research which suggests that context sensitivity is a feature that is critical for maximizing the efficiency of cognitive processes. Finally, we turn to recent deep-learning architectures which independently demonstrate how context-sensitive memory can emerge in a self-organized learning system constrained by cognitively-inspired inductive biases.

The Development of Flexible Problem Solving: An Integrative Approach

Flexible problem solving, the ability to deal with currently goal-irrelevant information that may have been goal-relevant in previous, similar situations, plays a prominent role in cognitive development and has been repeatedly investigated in developmental research. However, this research, spanning from infancy to the school years, lacks a unifying framework, obscuring the developmental timing of flexible problem solving. Therefore, in this review paper, previous findings are gathered, organized, and integrated under a common framework to unveil how and when flexible problem solving develops. It is showed that the development of flexible problem solving coincides with increases in executive functions, that is, inhibition, working memory and task switching. The analysis of previous findings shows that dealing with goal-irrelevant, non-salient information received far more attention than generalizing in the presence of goal-irrelevant, salient information. The developmental timing of the latter can only be inferred from few transfer studies, as well as executive functions, planning and theory of mind research, to highlight gaps in knowledge and sketch out future research directions. Understanding how transfer in the presence of seemingly relevant but truly irrelevant information develops has implications for well-balanced participation in information societies, early and lifespan education, and investigating the evolutionary trajectory of flexible problem solving.

The importance of thinking about the future in culture and cumulative cultural evolution

Thinking about possibilities plays a critical role in the choices humans make throughout their lives. Despite this, the influence of individuals' ability to consider what is possible on culture has been largely overlooked. We propose that the ability to reason about future possibilities or prospective cognition, has consequences for cultural change, possibly facilitating the process of cumulative cultural evolution. In particular, by considering potential future costs and benefits of specific behaviours, prospective cognition may lead to a more flexible use of cultural behaviours. In species with limited planning abilities, this may lead to the development of cultures that promote behaviours with future benefits, circumventing this limitation. Here, we examine these ideas from a comparative perspective, considering the relationship between human and nonhuman assessments of future possibilities and their cultural capacity to invent new solutions and improve them over time. Given the methodological difficulties of assessing prospective cognition across species, we focus on planning, for which we have the most data in other species. Elucidating the role of prospective cognition in culture will help us understand the variability in when and how we see culture expressed, informing ongoing debates, such as that surrounding which social learning mechanisms underlie culture. This article is part of the theme issue 'Thinking about possibilities: mechanisms, ontogeny, functions and phylogeny'.

On the Working Memory of Humans and Great Apes: Strikingly Similar or Remarkably Different?

In this article we review publications relevant to addressing widely reported claims in both the academic and popular press that chimpanzees working memory (WM) is comparable to, if not exceeding, that of humans. WM is a complex multidimensional construct with strong parallels in humans to prefrontal cortex and cognitive development. These parallels occur in chimpanzees, but to a lesser degree. We review empirical evidence and conclude that the size of WM in chimpanzees is 2 ± 1 versus Miller's famous 7 ± 2 in humans. Comparable differences occur in experiments on chimpanzees relating to strategic and attentional WM subsystems. Regardless of the domain, chimpanzee WM performance is comparable to that of humans around the age of 4 or 5. Next, we review evidence showing parallels among the evolution of WM capacity in hominins ancestral to Homo sapiens, the phylogenetic evolution of hominins leading to Homo sapiens, and evolution in the complexity of stone tool technology over this time period.

The dimensionality of early executive functions in young preschoolers: Comparing unidimensional versus bidimensional models and their ecological validity

The study analyses the dimensionality of executive functions (EF) and its relationship with behavior in typically developing 3- and 4-year-old children. In study 1, confirmatory factor analysis (CFA) was used to investigate the validity of a one-factor model in 117 preschoolers. Since this model was not confirmed, a two-factor model was identified through exploratory factor analysis. In study 2, the validity of the new two-factor versus one-factor model was tested on a new sample of 128 children through a series of CFAs. The relationship between the models and specific behavioral aspects of the children was investigated. The results suggest that a bidimensional structure showed a better fit to the data and more ecological validity than a unitary structure.

Assessing consistency in children's and monkeys' performance across computerized and manual detour problem tasks

The detour test is a widely used test in comparative psychology that assesses various cognitive abilities, including inhibitory control. The goal of this study was to assess the degree of consistency in the performance of human children and capuchin monkeys on a manual detour test and on a computerized equivalent. Because computerized testing is more common in comparative research, it is important to determine whether a computerized version of the detour problem can provide measures of general inhibition that align with measures obtained from the same subjects when given a manual version. We found that human children and capuchin monkeys approached both tasks very differently and also that there was no correlation between the manual and the computerized task within each species. This suggests caution is needed when considering one format or the other when the goal is to use a single task to provide a general measure of inhibitory control.

Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation

The development of tool innovation presents a paradox. How do humans have such diverse and complex technology, ranging from smartphones to aircraft, and yet young children find even simple tool innovation challenges, such as fashioning a hook to retrieve a basket from a tube, remarkably difficult? We propose that the solution to this paradox is the cognitive ontogenesis of tool innovation. Using a common measure of children's tool innovation, we describe how multiple cognitive mechanisms work in concert at each step of its process: recognizing the problem, generating appropriate solutions, and the social transmission of innovations. We discuss what the ontogeny of this skill tells us about cognitive and cultural evolution and provide recommendations for future research.

The role of spatial and spatial-temporal analysis in children's causal cognition of continuous processes

Past research has largely ignored children's ability to conjointly manipulate spatial and temporal information, but there are indications that the capacity to do so may provide important support for reasoning about causal processes. We hypothesised that spatial-temporal thinking is central to children's ability to identify the invisible mechanisms that tie cause and effect together in continuous casual processes, which are focal in primary school science and crucial to understanding of the natural world. We investigated this in two studies (N = 107, N = 124), employing two methodologies, one shorter, the other more in depth. Further tasks assessed spatial-temporal (flow of liquid, extrapolation of relative speed, distance-time-velocity), spatial (two mental rotation, paper folding), verbal (expressive vocabulary), and nonverbal (block design) ability. Age dependent patterns were detected for both causal and predictor tasks. Two spatial-temporal tasks were unique and central predictors of children's causal reasoning, especially inference of mechanism. Nonverbal ability predicted the simpler components of causal reasoning. One mental rotation task predicted only young children's causal thinking. Verbal ability became significant when the sample included children from a wide range of socioeconomic backgrounds. Causal reasoning about continuous processes, including inferences of causal mechanism, appears to be within the reach of children from school entry age, but mechanism inference is uncommon. Analytic forms of spatial-temporal capacity seem to be important requirements for children to progress to this rather than merely perceptual forms.

A cognitive developmental approach is essential to understanding cumulative technological culture

Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture (CTC). However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.

Thinking in and about time: A dual systems perspective on temporal cognition

We outline a dual systems approach to temporal cognition, which distinguishes between two cognitive systems for dealing with how things unfold over time – a temporal updating system and a temporal reasoning system – of which the former is both phylogenetically and ontogenetically more primitive than the latter, and which are at work alongside each other in adult human cognition. We describe the main features of each of the two systems, the types of behavior the more primitive temporal updating system can support, and the respects in which it is more limited than the temporal reasoning system. We then use the distinction between the two systems to interpret findings in comparative and developmental psychology, arguing that animals operate only with a temporal updating system and that children start out doing so too, before gradually becoming capable of thinking and reasoning about time. After this, we turn to adult human cognition and suggest that our account can also shed light on a specific feature of humans’ everyday thinking about time that has been the subject of debate in the philosophy of time, which consists in a tendency to think about the nature of time itself in a way that appears ultimately self-contradictory. We conclude by considering the topic of intertemporal choice, and argue that drawing the distinction between temporal updating and temporal reasoning is also useful in the context of characterizing two distinct mechanisms for delaying gratification.

The determinants of strategic thinking in preschool children

Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically.

Eureka!: What Is Innovation, How Does It Develop, and Who Does It?

Innovation is not only central to changes in traditional practice but arguably responsible for humanity's remarkable success at colonizing the earth and diversifying the products, technologies, and systems within it. Surprisingly little is known of how this integral component of behavioral flexibility develops and the factors that are responsible for individual differences therein. This review highlights two primary ways in which the process and development of innovation may be better understood: By emulating the critical advances of animal behavior researchers in examining innovation in nonhuman species and establishing a clearer conceptualization of what is "innovation". A pathway to innovation is suggested and an innovation classification system offered to aid recognition of its appearance and potential cultural contributions.

Looking ahead? Computerized maze task performance by chimpanzees (Pan troglodytes), rhesus monkeys (Macaca mulatta), capuchin monkeys (Cebus apella), and human children (Homo sapiens)

Human and nonhuman primates are not mentally constrained to the present. They can remember the past and-at least to an extent-anticipate the future. Anticipation of the future ranges from long-term prospection such as planning for retirement to more short-term future-oriented cognition such as planning a route through a maze. Here we tested a great ape species (chimpanzees), an Old World monkey species (rhesus macaques), a New World monkey species (capuchin monkeys), and human children on a computerized maze task. All subjects had to move a cursor through a maze to reach a goal at the bottom of the screen. For best performance on the task, subjects had to "plan ahead" to the end of the maze to move the cursor in the correct direction, avoid traps, and reverse directions if necessary. Mazes varied in difficulty. Chimpanzees were better than both monkey species, and monkeys showed a particular deficit when moving away from the goal or changing directions was required. Children showed a similar pattern to monkeys regarding the effects of reversals and moves away from the goal, but their overall performance in terms of correct maze completion was similar to the chimpanzees. The results highlight similarities as well as differences in planning across species and the role that inhibitory control may play in future-oriented cognition in primates.

Ways of thinking: from crows to children and back again

This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.