Search

Previous research has suggested that active engagement with the world drives children's remarkable learning capabilities. We investigated whether preschoolers are "ecological learners," that is, whether they are able to select those active learning strategies that are most informative in a given task. Children had to choose which of two exploratory actions (open vs. shake) to perform to find an egg shaker hidden in one of four small boxes, contained in two larger boxes. Prior to this game, children either learnt that the egg was equally likely to be found in any of the four small boxes (Uniform condition), or that it was most likely to be found in one particular small box (Skewed condition). Results of Study 1 show that 3- and 4-year-olds successfully tailored their exploratory actions to the different likelihood-distributions: They were more likely to shake first in the Uniform compared to the Skewed condition. Five-year-olds were equally likely to shake first, irrespective of condition, even when incentivized to shake only when needed (Study 2a). However, when the relevance of the frequency training for the hiding game was highlighted (Study 2b and Study 2c), the 5-year-olds showed the same behavioural pattern as the younger preschoolers in Study 1. We suggest that ecological learning may be a key mechanism underlying children's effectiveness in active learning., (Copyright © 2019 Elsevier B.V. All rights reserved.)

Previous research suggests that children’s information search remains largely inefficient until age 4. Here, we investigate the early emergence of children’s information-search competence using a simplified version of Lindow’s (2021) finding-presents game. Children (n = 86, 24- to 59-months old) had to find a present hidden in one of three closed boxes. All boxes were identical but for one feature (e.g., all boxes were blue and had a flower icon on top, but one box was round, one heart-shaped, and one squared). To identify the target box, children received three information cards revealing one feature of the target box (i.e., its color, shape, or icon). As the boxes differed in only one feature (e.g., their shape), only one information card contained the relevant information to the decision (i.e., the information card indicating the correct shape). Children could flip one information card to learn about one particular feature before deciding which box to open. This was our dependent measure. Our findings indicate that children as young as 2 years can efficiently search for information to guide their decisions and underline the importance of using age-appropriate paradigms.

Previous research has suggested that active engagement with the world drives children's remarkable learning capabilities. We investigated whether preschoolers are "ecological learners," that is, whether they are able to select those active learning strategies that are most informative in a given task. Children had to choose which of two exploratory actions (open vs. shake) to perform to find an egg shaker hidden in one of four small boxes, contained in two larger boxes. Prior to this game, children either learnt that the egg was equally likely to be found in any of the four small boxes (Uniform condition), or that it was most likely to be found in one particular small box (Skewed condition). Results of Study 1 show that 3- and 4-year-olds successfully tailored their exploratory actions to the different likelihood-distributions: They were more likely to shake first in the Uniform compared to the Skewed condition. Five-year-olds were equally likely to shake first, irrespective of condition, even when incentivized to shake only when needed (Study 2a). However, when the relevance of the frequency training for the hiding game was highlighted (Study 2b and Study 2c), the 5-year-olds showed the same behavioural pattern as the younger preschoolers in Study 1. We suggest that ecological learning may be a key mechanism underlying children's effectiveness in active learning.

• Decision-making theories suggest that altering choices requires value modification. • Food choices and values were tested before and after an approach-avoidance training. • AAT facilitated low-calorie food choices, leaving food values unchanged. • Choice shifts were associated with increased activity in the posterior cingulate cortex (PCC). • PCC gray matter density predicted individual differences in functional changes. Current theories suggest that altering choices requires value modification. To investigate this, normal-weight female participants' food choices and values were tested before and after an approach-avoidance training (AAT), while neural activity was recorded during the choice task using functional magnetic resonance imaging (fMRI). During AAT, participants consistently approached low- while avoiding high-calorie food cues. AAT facilitated low-calorie food choices, leaving food values unchanged. Instead, we observed a shift in indifference points, indicating the decreased contribution of food values in food choices. Training-induced choice shifts were associated with increased activity in the posterior cingulate cortex (PCC). In contrast, the medial PFC activity was not changed. Additionally, PCC gray matter density predicted individual differences in training-induced functional changes, suggesting anatomic predispositions to training impact. Our findings demonstrate neural mechanisms underlying choice modulation independent of valuation-related processes, which has substantial theoretical significance for decision-making frameworks and translational implications for health-related decisions resilient to value shifts. [ABSTRACT FROM AUTHOR]