1
|
Juvrud J, Myers L, Nyström P. People overlook subtractive changes differently depending on age, culture, and task. Sci Rep 2024; 14:1086. [PMID: 38212409 PMCID: PMC10784580 DOI: 10.1038/s41598-024-51549-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 01/06/2024] [Indexed: 01/13/2024] Open
Abstract
Previous work has explored transformative strategies that adds or removes components to change an original structure or state, and showed that adults tend to search for additive solutions far more often than subtractive ones. In the current study, we replicated a Lego building task and a grid-based symmetry task from a previous study, and also introduced a novel digital puzzle task. We investigated limitations in the previous study as well as extended the investigation of the subtraction neglect in a sample of children and across two cultures. Results partially confirm previous results, and extends the literature by showing that 9-10 year old children were more likely to ignore subtractive transformations than adults. However, we found both task-based and cultural variations in strategy use in adults from Sweden and the USA. We conclude that a subtraction neglect involves complex cognitive processes that are dependent on the task, culture, and age.
Collapse
Affiliation(s)
- Joshua Juvrud
- Department of Game Design, Uppsala University, Campus Gotland, Visby, Sweden.
| | - Laurence Myers
- Brown University, Providence, USA
- Department of Computer Science, University College London, London, UK
| | - Pär Nyström
- Department of Psychology, Uppsala University, Uppsala, Sweden
| |
Collapse
|
2
|
Liszkai-Peres K, Kampis D, Király I. 3-4-year-old children’s memory flexibility allows adaptation to an altered context. PLoS One 2022; 17:e0275071. [PMID: 36149884 PMCID: PMC9506616 DOI: 10.1371/journal.pone.0275071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 09/09/2022] [Indexed: 11/18/2022] Open
Abstract
Imitation provides a reliable method to investigate the developing memory functions in childhood. The present study explored whether 3-4-year-old children are able to revise their previous experiences after a 1 week delay in order to adapt to an altered context. We used a combined short-term (Session 1) and delayed (Session 2) imitation paradigm based on a previous study with 2-year-olds. The constraints (target object close/far) and relatedly the relevance of using a tool in a goal attainment task (irrelevant/relevant, respectively) changed between the sessions. We found that children in Session 1 used the tool only when it was needed (relevant/object far context). After the 1 week delay when the tool was previously irrelevant and then became relevant, children remembered the irrelevant act and applied it in the altered context. When the tool lost its relevance after 1 week, children used the tool less than before, but did not fully omit it, despite its reduced efficiency. The present data with 3-year-olds was compared to a pattern of results with 2-year-olds (from a similar previous study), that allowed to discuss possible developmental transitions in memory and imitation. We propose that the flexible restoration of a formerly irrelevant act and the maintenance of a formerly successful solution indicate flexibility of preschooler’s memory when guiding imitation. This flexibility, however, interacts with children’s tendency to remain faithful to strategies that were previously ostensively demonstrated to them.
Collapse
Affiliation(s)
- Krisztina Liszkai-Peres
- Department of Ethology, Eötvös Loránd University, Budapest, Hungary
- Doctoral School of Psychology, Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, Eötvös Loránd University, Budapest, Hungary
- * E-mail:
| | - Dora Kampis
- University of Copenhagen, Copenhagen, Denmark
| | - Ildikó Király
- MTA-ELTE Momentum Social Minds Research Group, Psychology Institute, ELTE Eötvös Loránd University, Budapest, Hungary
- Cognitive Development Center, Central European University, Budapest, Hungary
| |
Collapse
|
3
|
Geraci A, Simion F, Surian L. Infants' intention-based evaluations of distributive actions. J Exp Child Psychol 2022; 220:105429. [PMID: 35421629 DOI: 10.1016/j.jecp.2022.105429] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 03/09/2022] [Accepted: 03/09/2022] [Indexed: 11/19/2022]
Abstract
Recent research revealed that infants attend to agents' intentions when they evaluate helping actions. The current study investigated whether infants also consider agents' intentions when they evaluate distributive actions. In Experiment 1, 9-month-old infants were first shown two failed attempts to perform a distribution. In the "failed equal distribution," the distributor first tried to reach one of the recipients to deliver an apple, failed, and then attempted to reach the other possible recipient to deliver a different apple and also failed. In the "failed unequal distribution," a different distributor always tried unsuccessfully to reach the same beneficiary. Then, in the test phase, infants were presented with the two distributors side by side, and infants' spontaneous preferential looking and reaching actions were recorded. We found a reliable preference for the equal distributor in both the visual and manual responses. Experiments 2 and 3 helped to rule out alternative explanations based on perceptual cues and affiliative biases. Overall, these findings suggest that infants' ability to evaluate distributive actions relies not only on the outcomes but also on the distributors' intentions.
Collapse
Affiliation(s)
- Alessandra Geraci
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy.
| | - Francesca Simion
- Department of Developmental Psychology and Socialisation, University of Padova, 35122 Padova, Italy
| | - Luca Surian
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
| |
Collapse
|
4
|
van den Berg L, Libertus K, Nyström P, Gottwald JM, Licht V, Gredebäck G. A Pre-registered sticky mittens study: active training does not increase reaching and grasping in a swedish context. Child Dev 2022; 93:e656-e671. [PMID: 36047569 PMCID: PMC9826026 DOI: 10.1111/cdev.13835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/09/2022] [Accepted: 06/24/2022] [Indexed: 01/18/2023]
Abstract
Several studies have previously investigated the effects of sticky mittens training on reaching and grasping development. However, recent critique casted doubts on the robustness of the motor effect of this training. The current study presents a pre-registered report that aimed to generalize these effects to Swedish infants. Three-month-old infants N = 96, 51 females, mostly White middle class in Uppsala, received daily, parent-led sticky mittens or observational training for 2 weeks or no training in 2019. Reaching and grasping abilities were assessed before and after training, using motion tracking and a 4-step reaching task. Sticky mittens training did not facilitate successful reaching. These results indicate that beneficial motor effects of sticky mittens training did not generalize to this sample.
Collapse
Affiliation(s)
| | - Klaus Libertus
- Learning Research and Development CenterUniversity of PittsburghPittsburghPennsylvaniaUSA
| | - Pär Nyström
- Department of PsychologyUppsala UniversityUppsalaSweden
| | | | - Victoria Licht
- University of Milano‐BicoccaDepartment of PsychologyMilanItaly
| | | |
Collapse
|
5
|
The Early Modern Attack on Teleology and the Politics of Contemporary Psychology: Intellectual Roots of Current Dilemmas. HUMAN ARENAS 2021. [DOI: 10.1007/s42087-021-00259-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
6
|
Hirai M, Kanakogi Y, Ikeda A. Observing inefficient action can induce infant preference and learning. Dev Sci 2021; 25:e13152. [PMID: 34258826 DOI: 10.1111/desc.13152] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 04/22/2021] [Accepted: 06/04/2021] [Indexed: 11/30/2022]
Abstract
'Motionese' can be defined as an exaggerated and repetitive action. It induces preference and learning in infants. However, which action component of motionese promotes infants' preference and learning remains largely unknown. In this study, we focused on inefficiency and toward-ness of action. Our study demonstrates that observing an inefficient holding out action can induce a visual preference in 4-month-old infants and learning in 10-month-old infants through eight experiments (N = 192). We found that when infants observe inefficient holding out action, the action attracts their attention and facilitates learning about the identity of the toy object accompanying it, especially when people direct inefficient actions towards them. Our findings indicate that both action efficiency and toward-ness may be key factors in infant learning.
Collapse
Affiliation(s)
- Masahiro Hirai
- Department of Cognitive and Psychological Sciences, Graduate School of Informatics, Nagoya University, Nagoya, Japan.,Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
| | - Yasuhiro Kanakogi
- Department of Comparative and Developmental Psychology, Graduate School of Human Sciences, Osaka University, Suita, Osaka, Japan
| | - Ayaka Ikeda
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan.,Department of Psychology, Senshu University, Kawasaki, Kanagawa, Japan
| |
Collapse
|
7
|
Gönül G, Paulus M. Children's reasoning about the efficiency of others' actions: The development of rational action prediction. J Exp Child Psychol 2020; 204:105035. [PMID: 33341019 DOI: 10.1016/j.jecp.2020.105035] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 10/12/2020] [Accepted: 10/12/2020] [Indexed: 11/19/2022]
Abstract
The relative efficiency of an action is a central criterion in action control and can be used to predict others' behavior. Yet, it is unclear when the ability to predict on and reason about the efficiency of others' actions develops. In three main and two follow-up studies, 3- to 6-year-old children (n = 242) were confronted with vignettes in which protagonists could take a short (efficient) path or a long path. Children predicted which path the protagonist would take and why the protagonist would take a specific path. The 3-year-olds did not take efficiency into account when making decisions even when there was an explicit goal, the task was simplified and made more salient, and children were questioned after exposure to the agent's action. Four years is a transition age for rational action prediction, and the 5-year-olds reasoned on the efficiency of actions before relying on them to predict others' behavior. Results are discussed within a representational redescription account.
Collapse
Affiliation(s)
- Gökhan Gönül
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany; Cognitive Science Centre, University of Neuchâtel, CH-2000 Neuchâtel, Switzerland.
| | - Markus Paulus
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany
| |
Collapse
|
8
|
van den Berg L, Gredebäck G. The sticky mittens paradigm: A critical appraisal of current results and explanations. Dev Sci 2020; 24:e13036. [PMID: 32931065 PMCID: PMC8518992 DOI: 10.1111/desc.13036] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 08/06/2020] [Accepted: 08/20/2020] [Indexed: 11/30/2022]
Abstract
Almost two decades ago, the sticky mittens paradigm was demonstrated as a way to train reaching and grasping behaviors in pre‐reaching infants, and consequently improve visual attentional abilities. In that first study, Needham and colleagues fitted 3‐month‐old infants with Velcro loop‐covered mittens and allowed them to interact with Velcro hook‐covered toys over the course of 2 weeks. In this review, we scrutinize the 17 studies that have followed those first sticky mittens results in regards to the motor, social perception, and visual attentional domains. Furthermore, we discuss the proposed mechanisms of the sticky mittens training. Current evidence strongly suggests that sticky mittens training facilitates social perception, which is consistent with prior correlational work showing links between action production and action perception. However, studies targeting motor and visual attentional abilities have too diverse results to warrant firm conclusions. We conclude that future research should focus on uncovering if there is a connection between sticky mittens training and motor behavior.
Collapse
|