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Although children's sensitivity to others' informativeness emerges early in life, their active information search becomes robustly efficient only around age 10. Young children's difficulty in asking efficient questions has often been hypothesized to be linked to their developing verbal competence and growing vocabulary. In this paper, we offer for the first time a quantitative analysis of 4- to 6-year-old children's information search competence by using a non-verbal version of the 20-questions game, to gain a more comprehensive and fair picture of their active learning abilities. Our results show that, even in this version, preschoolers performed worse than simulated random agents, requiring more queries to reach the solution. However, crucially, preschoolers performed better than the simulated random agents when isolating the extra, unnecessary queries, which are made after only one hypothesis is left. When additionally isolating all the unnecessary queries, children's performance looked on par with that of the simulated optimal agents. Our study replicates and enriches previous research, showing an increase in efficiency across the preschool-aged years, but also a general lack of optimality that seems to be fundamentally driven by children's strong tendency to make unnecessary queries, rather than by their verbal immaturity. We discuss how children's non-optimal, conservative information-search strategies may be adaptive, after all.

In 2016, 10 universities launched a Networked Improvement Community (NIC) aimed at increasing the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations entering science, technology, engineering, and mathematics (STEM) faculty careers. NICs bring together stakeholders focused on a common goal to accelerate innovation through structured, ongoing intervention development, implementation, and refinement. We theorized a NIC organizational structure would aid understandings of a complex problem in different contexts and accelerate opportunities to develop and improve interventions to address the problem. A distinctive feature of this NIC is its diverse institutional composition of public and private, predominantly white institutions, a historically Black university, a Hispanic-serving institution, and land grant institutions located across eight states and Washington, DC, United States. NIC members hold different positions within their institutions and have access to varied levers of change. Among the many lessons learned through this community case study, analyzing and addressing failed strategies is as equally important to a healthy NIC as is sharing learning from successful interventions. We initially relied on pre-existing relationships and assumptions about how we would work together, rather than making explicit how the NIC would develop, establish norms, understand common processes, and manage changing relationships. We had varied understandings of the depth of campus differences, sometimes resulting in frustrations about the disparate progress on goals. NIC structures require significant engagement with the group, often more intensive than traditional multi-institution organizational structures. They require time to develop and ongoing maintenance in order to advance the work. We continue to reevaluate our model for leadership, climate, diversity, conflict resolution, engagement, decision-making, roles, and data, leading to increased investment in the success of all NIC institutions. Our NIC has evolved from the traditional NIC model to become the Center for the Integration of Research, Teaching and Learning (CIRTL) AGEP NIC model with five key characteristics: (1) A well-specified aim, (2) An understanding of systems, including a variety of contexts and different organizations, (3) A culture and practice of shared leadership and inclusivity, (4) The use of data reflecting different institutional contexts, and (5) The ability to accelerate infrastructure and interventions. We conclude with recommendations for those considering developing a NIC to promote diversity, equity, and inclusion efforts.

A crucial ability for athletes playing sports that involve coincidence timing actions is the motor timing ability. The efficiency of perceptual and motor processes underlying the motor timing ability has been related to the motor experience gained in interceptive sports, such as tennis. In the present study, the motor timing ability in young tennis players (TP) and age-matched control participants (CTRL) was compared by means of a synchronization paradigm. Participants were asked to perform finger-opposition movements in synch to a metronome beating 0.5 and 2 Hz in (1) a bimanual coordination test, which compared the performance of the dominant hand with that of the contralateral hand, and (2) a movement lateralization test, which compared the motor performance of the dominant hand during single-hand and bimanual tasks (BTs). The motor performance was evaluated through movement strategy [defined by touch duration (TD), inter-tapping interval (ITI), and movement frequency] and movement accuracy (temporal accuracy defined by the synchronization error and spatial accuracy defined by the percentage of correct touches—%CORR_SEQ). Results showed that motor expertise significantly influences movement strategy in the bimanual coordination test; TD of TP was significantly higher than those of CTRL, specifically at 0.5 Hz. Furthermore, overall ITI values of TP were lower than those of CTRL. Lastly, in the movement lateralization test, the %CORR_SEQ executed with the right dominant hand by TP in the BT was significantly higher than those of CTRL. A discussion about the role of motor expertise in the timing ability and the related neurophysiological adaptations is provided.

Human motor skills are exceptional compared to other species, no less than their cognitive skills. In this perspective paper, we suggest that “movement matters!,” implying that motor development is a crucial driving force of cognitive development, much more impactful than previously acknowledged. Thus, we argue that to fully understand and explain developmental changes, it is necessary to consider the interaction of motor and cognitive skills. We exemplify this argument by introducing the concept of “embodied planning,” which takes an embodied cognition perspective on planning development throughout childhood. From this integrated, comprehensive framework, we present a novel climbing paradigm as the ideal testbed to explore the development of embodied planning in childhood and across the lifespan. Finally, we outline future research directions and discuss practical applications of the work on developmental embodied planning for robotics, sports, and education.

In this paper, we investigate the informativeness of 4- to 6-year-old (N = 125) children’s questions using a combined qualitative and quantitative approach. Children were presented with a hierarchical version of the 20-questions game, in which they were given an array of objects that could be organized into three category levels based on shared features. We then tested whether it is possible to scaffold children’s question-asking abilities without extensive training. In particular, we supported children’s categorization performance by providing the object-related features needed to ask effective constraint-seeking questions. We found that with both age and scaffolding children asked more effective questions, targeting higher category levels and therefore reaching the solution with fewer questions. We discuss the practical and theoretical implications of these results.

Williams (WS) and Down (DS) syndromes are neurodevelopmental disorders with distinct genetic origins and different spatial memory profiles. In real-world spatial memory tasks, where spatial information derived from all sensory modalities is available, individuals with DS demonstrate low-resolution spatial learning capacities consistent with their mental age, whereas individuals with WS are severely impaired. However, because WS is associated with severe visuo-constructive processing deficits, it is unclear whether their impairment is due to abnormal visual processing or whether it reflects an inability to build a cognitive map. Here, we tested whether blindfolded individuals with WS or DS, and typically developing (TD) children with similar mental ages, could use path integration to perform an egocentric homing task and return to a starting point. We then evaluated whether they could take shortcuts and navigate along never-traveled trajectories between four objects while blindfolded, thus demonstrating the ability to build a cognitive map. In the homing task, 96% of TD children, 84% of participants with DS and 44% of participants with WS were able to use path integration to return to their starting point consistently. In the cognitive mapping task, 64% of TD children and 74% of participants with DS were able to take shortcuts and use never-traveled trajectories, the hallmark of cognitive mapping ability. In contrast, only one of eighteen participants with WS demonstrated the ability to build a cognitive map. These findings are consistent with the view that hippocampus-dependent spatial learning is severely impacted in WS, whereas it is relatively preserved in DS.

Research evidence suggests a dose–response relationship for the association between cannabis use and risk of psychosis. Such relationship seems to reflect an increased risk of psychosis not only as a function of frequent cannabis use, but also of high-potency cannabis use in terms of concentration of Δ-9-tetrahydrocannabinol (Δ9-THC), its main psychoactive component. This finding would be in line with the evidence that Δ9-THC administration induces transient psychosis-like symptoms in otherwise healthy individuals. Conversely, low-potency varieties would be less harmful because of their lower amount of Δ9-THC and potential compresence of another cannabinoid, cannabidiol (CBD), which seems to mitigate Δ9-THC detrimental effects. A growing body of studies begins to suggest that CBD may have not only protective effects against the psychotomimetic effects of Δ9-THC but even therapeutic properties on its own, opening new prospects for the treatment of psychosis. Despite being more limited, evidence of the effects of cannabis on cognition seems to come to similar conclusions, with increasing Δ9-THC exposure being responsible for the cognitive impairments attributed to recreational cannabis use while CBD preventing such effects and, when administered alone, enhancing cognition. Molecular evidence indicates that Δ9-THC and CBD may interact with cannabinoid receptors with almost opposite mechanisms, with Δ9-THC being a partial agonist and CBD an inverse agonist/antagonist. With the help of imaging techniques, pharmacological studies in vivo have been able to show opposite effects of Δ9-THC and CBD also on brain function. Altogether, they may account for the intoxicating and therapeutic effects of cannabis on psychosis and cognition.

Combining action observation (AO) and physical practice contributes to motor skill learning, and a number of studies pointed out the beneficial role of AO training in improving the motor performance and the athletes' movement kinematics. The aim of this study was to investigate if AO combined with immediate conventional training was able to improve motor performance and kinematic parameters of a complex motor skill such as the lineout throw, a gesture that represents a key aspect of rugby, that is unique to this sport. Twenty elite rugby players were divided into two groups. The AO group watched a 5-min video-clip of an expert model performing the lineout throw toward a target at 7 m distance and, immediately after the AO, this group executed the conventional training, consisting of six repetitions x five blocks of throws. The CONTROL group performed only the conventional lineout training. Intervention period lasted 4 weeks, 3 sessions/week. The AO group showed significant improvements in throwing accuracy (i.e., number of throws hitting the target), whilst no significant changes were observed in the CONTROL group. As concerns kinematic parameters, hooker's arm mean velocity significantly increased in both groups, but the increase was higher in AO group compared to CONTROL group. Ball velocity significantly increased only in the AO group, whereas ball angle release and ball spinning significantly decreased in both groups, with no differences between groups. Finally, no significant changes in knee and elbow angles were observed. Our results showed that the combination of AO and conventional training was more effective than a conventional training alone in improving the performance of elite rugby players, in executing a complex motor skill, such as the lineout. This combined training led to significant improvements in throwing accuracy and in hooker's and ball's kinematic parameters. Since AO can be easily implemented in combination with conventional training, the results of this study can encourage coaches in designing specific lineout training programs, which include AO cognitive training.

Aim of this study was to assess whether the ability to predict the temporal outcome of a sport action was influenced by the sensorimotor skills previously acquired during a specific sport training. Four groups, each of 30 subjects, were enrolled in this study; subjects of three groups practiced different sports disciplines (i.e., swimming, rhythmic gymnastics, and water polo) at competitive level whilst the fourth group consisted of control subjects. Subjects were asked to observe a video showing a swimmer doing two laps in crawl style. This video was shown 36 times, and was occluded after variable intervals, randomized across trials, by a dark window that started 3, 6, and 12 s before the swimmer touched the poolside. During the occluded interval, subjects were asked to indicate when the swimmer touched the edge of the pool by clicking on any button of the laptop keyboard. We found that swimmers were more accurate than subjects performing other sports in temporally predicting the final outcome of the swimming task. Particularly, we observed a significant difference in absolute timing error that was lower in swimmers compared to other groups when they were asked to make a temporal prediction with the occluded interval of short duration (i.e., 3 s). Our findings demonstrate that the ability to extract temporal patterns of a motor action depends largely on the subjective expertise, suggesting that sport-acquired sensorimotor skills impact on the temporal representation of the previously observed action, allowing subjects to predict the time course of the action in absence of visual information.

Background: Literature has documented the role of family in the outcome of chronic schizophrenia. In the light of this, family interventions (FIs) are becoming an integral component of treatment for psychosis. The First Episode of Psychosis (FEP) is the period when most of the changes in family atmosphere are observed; unfortunately, few studies on the relatives are available.Objective: To explore burden of care and emotional distress at baseline and at 9-month follow-up and the levels of service satisfaction at follow-up in the two groups of relatives (experimental treatment EXP vs. treatment as usual TAU) recruited in the cluster-randomized controlled GET UP PIANO trial.Methods: The experimental treatment was provided by routine public Community Mental Health Centers (Italian National Health Service) and consisted of Treatment as Usual plus evidence-based additional treatment (Cognitive Behavioral Therapy for psychosis for patients, Family Intervention for psychosis, and Case Management). TAU consisted of personalized outpatient psychopharmacological treatment, combined with non-specific supportive clinical management and informal support/educational sessions for families. The outcomes on relatives were assessed by the Involvement Evaluation Questionnaire (IEQ-EU), the General Health Questionnaire (GHQ-12), and the Verona Service Satisfaction Scale (VSSS-EU). Differences within and between groups were evaluated.Results: At baseline, 75 TAU and 185 EXP caregivers were assessed. In the experimental group 92% of relatives participated in at least 1 family session. At follow-up both groups experienced improvement in all IEQ and GHQ items, but caregivers belonging to the EXP arm experienced a significantly greater change in 10 IEQ items (mainly pertaining to the “Tension” dimension) and in GHQ items. Due to the low sample size, a significant effectiveness was only observed for 2 IEQ items and 1 GHQ-12 item. With respect to VSSS data at follow-up, caregivers in the EXP arm experienced significantly greater satisfaction in 8 items, almost all pertaining to the dimensions “Relatives' Involvement” and “Professionals' Skills and Behavior.”Conclusions: The Family intervention for psychosis delivered in the GET UP PIANO trial reduced family burden of illness and improved emotional distress and satisfaction with services. These results should encourage to promote FIs on caregivers of first-episode psychosis patients.

Large-scale educational assessment has been established as source of descriptive, evaluative and interpretative information that influence educational policies worldwide throughout the last third of the 20th century. In the 1990s the Brazilian Ministry of Education developed the National Basic Education Assessment System (SAEB) that regularly measures management, resource and contextual school features and academic achievement in public and private institutions. In 2005, after significant piloting and review of the SAEB, a new sampling strategy was taken and Prova Brasil became the new instrument used by the Ministry to assess skills in Portuguese (reading comprehension) and Mathematics (problem solving), as well as collecting contextual information concerning the school, principal, teacher, and the students. This study aims to identify which variables are predictors of academic achievement of fifth grade students on Prova Brasil. Across a large sample of students, multilevel models tested a large number of variables relevant to student achievement. This approach uncovered critical variables not commonly seen as significant in light of other achievement determinants, including student habits, teacher ethnicity, and school technological resources. As such, this approach demonstrates the value of MLM to appropriately nuanced educational policies that reflect critical influences on student achievement. Its implications for wider application for psychology studies that may have relevant impacts for policy are also discussed.

A crucial ability for athletes playing sports that involve coincidence timing actions is the motor timing ability. The efficiency of perceptual and motor processes underlying the motor timing ability has been related to the motor experience gained in interceptive sports, such as tennis. In the present study, the motor timing ability in young tennis players (TP) and age-matched control participants (CTRL) was compared by means of a synchronization paradigm. Participants were asked to perform finger-opposition movements in synch to a metronome beating 0.5 and 2 Hz in (1) a bimanual coordination test, which compared the performance of the dominant hand with that of the contralateral hand, and (2) a movement lateralization test, which compared the motor performance of the dominant hand during single-hand and bimanual tasks (BTs). The motor performance was evaluated through movement strategy [defined by touch duration (TD), inter-tapping interval (ITI), and movement frequency] and movement accuracy (temporal accuracy defined by the synchronization error and spatial accuracy defined by the percentage of correct touches-%CORR_SEQ). Results showed that motor expertise significantly influences movement strategy in the bimanual coordination test; TD of TP was significantly higher than those of CTRL, specifically at 0.5 Hz. Furthermore, overall ITI values of TP were lower than those of CTRL. Lastly, in the movement lateralization test, the %CORR_SEQ executed with the right dominant hand by TP in the BT was significantly higher than those of CTRL. A discussion about the role of motor expertise in the timing ability and the related neurophysiological adaptations is provided., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Bisio, Faelli, Pelosin, Carrara, Ferrando, Avanzino and Ruggeri.)

Williams (WS) and Down (DS) syndromes are neurodevelopmental disorders with distinct genetic origins and different spatial memory profiles. In real-world spatial memory tasks, where spatial information derived from all sensory modalities is available, individuals with DS demonstrate low-resolution spatial learning capacities consistent with their mental age, whereas individuals with WS are severely impaired. However, because WS is associated with severe visuo-constructive processing deficits, it is unclear whether their impairment is due to abnormal visual processing or whether it reflects an inability to build a cognitive map. Here, we tested whether blindfolded individuals with WS or DS, and typically developing (TD) children with similar mental ages, could use path integration to perform an egocentric homing task and return to a starting point. We then evaluated whether they could take shortcuts and navigate along never-traveled trajectories between four objects while blindfolded, thus demonstrating the ability to build a cognitive map. In the homing task, 96% of TD children, 84% of participants with DS and 44% of participants with WS were able to use path integration to return to their starting point consistently. In the cognitive mapping task, 64% of TD children and 74% of participants with DS were able to take shortcuts and use never-traveled trajectories, the hallmark of cognitive mapping ability. In contrast, only one of eighteen participants with WS demonstrated the ability to build a cognitive map. These findings are consistent with the view that hippocampus-dependent spatial learning is severely impacted in WS, whereas it is relatively preserved in DS., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2020 Bostelmann, Ruggeri, Rita Circelli, Costanzo, Menghini, Vicari, Lavenex and Banta Lavenex.)

Combining action observation (AO) and physical practice contributes to motor skill learning, and a number of studies pointed out the beneficial role of AO training in improving the motor performance and the athletes' movement kinematics. The aim of this study was to investigate if AO combined with immediate conventional training was able to improve motor performance and kinematic parameters of a complex motor skill such as the lineout throw, a gesture that represents a key aspect of rugby, that is unique to this sport. Twenty elite rugby players were divided into two groups. The AO group watched a 5-min video-clip of an expert model performing the lineout throw toward a target at 7 m distance and, immediately after the AO, this group executed the conventional training, consisting of six repetitions x five blocks of throws. The CONTROL group performed only the conventional lineout training. Intervention period lasted 4 weeks, 3 sessions/week. The AO group showed significant improvements in throwing accuracy (i.e., number of throws hitting the target), whilst no significant changes were observed in the CONTROL group. As concerns kinematic parameters, hooker's arm mean velocity significantly increased in both groups, but the increase was higher in AO group compared to CONTROL group. Ball velocity significantly increased only in the AO group, whereas ball angle release and ball spinning significantly decreased in both groups, with no differences between groups. Finally, no significant changes in knee and elbow angles were observed. Our results showed that the combination of AO and conventional training was more effective than a conventional training alone in improving the performance of elite rugby players, in executing a complex motor skill, such as the lineout. This combined training led to significant improvements in throwing accuracy and in hooker's and ball's kinematic parameters. Since AO can be easily implemented in combination with conventional training, the results of this study can encourage coaches in designing specific lineout training programs, which include AO cognitive training.

Aim of this study was to assess whether the ability to predict the temporal outcome of a sport action was influenced by the sensorimotor skills previously acquired during a specific sport training. Four groups, each of 30 subjects, were enrolled in this study; subjects of three groups practiced different sports disciplines (i.e., swimming, rhythmic gymnastics, and water polo) at competitive level whilst the fourth group consisted of control subjects. Subjects were asked to observe a video showing a swimmer doing two laps in crawl style. This video was shown 36 times, and was occluded after variable intervals, randomized across trials, by a dark window that started 3, 6, and 12 s before the swimmer touched the poolside. During the occluded interval, subjects were asked to indicate when the swimmer touched the edge of the pool by clicking on any button of the laptop keyboard. We found that swimmers were more accurate than subjects performing other sports in temporally predicting the final outcome of the swimming task. Particularly, we observed a significant difference in absolute timing error that was lower in swimmers compared to other groups when they were asked to make a temporal prediction with the occluded interval of short duration (i.e., 3 s). Our findings demonstrate that the ability to extract temporal patterns of a motor action depends largely on the subjective expertise, suggesting that sport-acquired sensorimotor skills impact on the temporal representation of the previously observed action, allowing subjects to predict the time course of the action in absence of visual information.