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Item does not contain fulltext Are impulsive behaviors an adaptive response to living in harsh or unpredictable environments? Formal models help address this question by providing cost-benefit analyses across a broad range of environmental conditions, but their various results have not been systematically integrated. Here, we survey models from diverse disciplines including psychology, biology, economics, and management to develop a conceptual framework of impulsivity. Using this framework, we integrated results from 30 models to review whether impulsivity is adaptive across a range of environmental conditions. We focus on information impulsivity, that is, acting without considering consequences, and temporal impulsivity, that is, the tendency to pick sooner outcomes over later ones. Results show that both types are adaptive when individuals are close to a critical threshold (e.g., bankruptcy), resources are predictable, or interruptions are common. When resources are scarce, impulsivity can be adaptive or maladaptive, depending on the type and degree of scarcity. Information impulsivity is also adaptive when environments do not change over time or change very often (but maladaptive in between), or if local resource patches have similar properties, reducing the need to gather further information. Temporal impulsivity is adaptive when environments do not change over time and when local resource patches differ. Our review shows theoreticians how ideas from different disciplines are connected, affords formal modelers to see similarities and differences between their own models and those of others, and informs researchers about which empirical predictions generalize across a broad range of environmental conditions and which ones do not. To end, we provide concrete recommendations for future empirical studies. 33 p.

Previous research has demonstrated an inverse relation between subjective social class (SSC) and performance on emotion recognition tasks. Study 1 ( N = 418) involved a preregistered replication of this effect using the Reading the Mind in the Eyes Task and the Cambridge Mindreading Face-Voice Battery. The inverse relation replicated; however, exploratory analyses revealed a significant interaction between sex and SSC in predicting emotion recognition, indicating that the effect was driven by males. In Study 2 ( N = 745), we preregistered and tested the interaction on a separate archival dataset. The interaction replicated; the association between SSC and emotion recognition again occurred only in males. Exploratory analyses (Study 3; N = 381) examined the generalizability of the interaction to incidental face memory. Our results underscore the need to reevaluate previous research establishing the main effects of social class and sex on emotion recognition abilities, as these effects apparently moderate each other.

Although early-life adversity can undermine healthy development, an evolutionary-developmental perspective implies that children growing up in harsh environments will develop intact, or even enhanced, skills for solving problems in high‐adversity contexts (i.e., 'hidden talents'). This Element situates the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, it proposes that stress-adapted skills represent a form of adaptive intelligence enabling individuals to function within the constraints of harsh environments. It discusses potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice, and compares the hidden talents model with contemporary developmental resilience models. The hidden talents approach, it concludes, offers exciting directions for research on childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs of individuals from a diverse range of life circumstances.

In many countries, standardized math tests are important for achieving academic success. Here, we examine whether content of items, the story that explains a mathematical question, biases performance of low-SES students. In a large-scale cohort study of Trends in International Mathematics and Science Studies (TIMSS)—including data from 58 different countries from students in grades 4 and 8 (N = 5,501,165)—we examine whether item content that is more likely associated with major challenges for low-SES students (money, food, social relationships) improves their performance, compared with their average math performance. In contrast to our preregistered predictions, results show that low-SES students scored lower on items with this specific content than expected based on individual’s average performance. The effect sizes are considerable: on average, the chance to answer correctly is 18% lower. These results provide new insights in features of tests that disadvantage low-SES students and have implications for fair testing.

Contains fulltext : 220707.pdf (Publisher’s version ) (Closed access) Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., "hidden talents"). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message. 19 p.

Contains fulltext : 240004.pdf (Publisher’s version ) (Open Access) Sensitive periods are widespread in nature, but their evolution is not well understood. Recent mathematical modeling has illuminated the conditions favoring the evolution of sensitive periods early in ontogeny. However, sensitive periods also exist at later stages of ontogeny, such as adolescence. Here, we present a mathematical model that explores the conditions that favor sensitive periods at later developmental stages. In our model, organisms use environmental cues to incrementally construct a phenotype that matches their environment. Unlike in previous models, the reliability of cues varies across ontogeny. We use stochastic dynamic programming to compute optimal policies for a range of evolutionary ecologies and then simulate developmental trajectories to obtain mature phenotypes. We measure changes in plasticity across ontogeny using study paradigms inspired by empirical research: adoption and cross-fostering. Our results show that sensitive periods only evolve later in ontogeny if the reliability of cues increases across ontogeny. The onset, duration, and offset of sensitive periods - and the magnitude of plasticity - depend on the specific parameter settings. If the reliability of cues decreases across ontogeny, sensitive periods are favored only early in ontogeny. These results are robust across different paradigms suggesting that empirical findings might be comparable despite different experimental designs. 14 p.