scholarly journals Stable individual differences in infants’ responses to violations of intuitive physics

2021 ◽  
Vol 118 (27) ◽  
pp. e2103805118
Author(s):  
Jasmin Perez ◽  
Lisa Feigenson

Infants look longer at impossible or unlikely events than at possible events. While these responses to expectancy violations have been critical for understanding early cognition, interpreting them is challenging because infants’ responses are highly variable. This variability has been treated as an unavoidable nuisance inherent to infant research. Here we asked whether the variability contains signal in addition to noise: namely, whether some infants show consistently stronger responses to expectancy violations than others. Infants watched two unrelated physical events 6 mo apart; these events culminated in either an impossible or an expected outcome. We found that infants who exhibited the strongest looking response to an impossible event at 11 mo also exhibited the strongest response to an entirely different impossible event at 17 mo. Furthermore, violation-of-expectation responses in infancy predicted children’s explanation-based curiosity at 3 y old. In contrast, there was no longitudinal relation between infants’ responses to events with expected outcomes at 11 and 17 mo, nor any link with later curiosity; hence, infants’ responses do not merely reflect individual differences in attention but are specific to expectancy violations. Some children are better than others at detecting prediction errors—a trait that may be linked to later cognitive abilities.

2021 ◽  
Author(s):  
Christoph Völter ◽  
Ludwig Huber

Dogs are not particularly known for complex physical cognitive abilities. However, a number of recent violation-of-expectation studies have challenged this view. In the current eye-tracking study, we further investigated dogs’ (N=15) reaction to physically implausible events, particularly in the context of support, occlusion, and launching events. In Experiment 1, the dogs watched a rolling ball moving over a gap in a surface either falling down or hovering over the gap. In Experiment 2, the dogs saw a ball rolling behind a narrow pole either disappearing behind it or re-appearing on the other side. In Experiment 3, the dogs observed launching events either with or without contact between the balls. The dogs’ pupil dilation response and looking times suggest that they form implicit expectations about occlusion and launching events but not about gravity-related events at least in the context of animated objects on a screen.


2014 ◽  
Vol 13 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Wiebke Goertz ◽  
Ute R. Hülsheger ◽  
Günter W. Maier

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.


2009 ◽  
Vol 4 (6) ◽  
pp. 554-569 ◽  
Author(s):  
Charity J. Morgan ◽  
Julia B. LeSage ◽  
Stephen M. Kosslyn

2021 ◽  
Author(s):  
Joseph Heffner ◽  
Jae-Young Son ◽  
Oriel FeldmanHall

People make decisions based on deviations from expected outcomes, known as prediction errors. Past work has focused on reward prediction errors, largely ignoring violations of expected emotional experiences—emotion prediction errors. We leverage a new method to measure real-time fluctuations in emotion as people decide to punish or forgive others. Across four studies (N=1,016), we reveal that emotion and reward prediction errors have distinguishable contributions to choice, such that emotion prediction errors exert the strongest impact during decision-making. We additionally find that a choice to punish or forgive can be decoded in less than a second from an evolving emotional response, suggesting emotions swiftly influence choice. Finally, individuals reporting significant levels of depression exhibit selective impairments in using emotion—but not reward—prediction errors. Evidence for emotion prediction errors potently guiding social behaviors challenge standard decision-making models that have focused solely on reward.


2017 ◽  
Vol 29 (9) ◽  
pp. 1405-1407
Author(s):  
Viviana M. Wuthrich

It is well-established that as people age, deterioration in cognitive abilities including processing speed, memory, and cognitive flexibility occurs, although vast individual differences occur in the rate and consequences of this decline (Christensen, 2001). Anxiety and depression in late life are also associated with specific cognitive deficits in memory and executive functioning that may impact on new learning (Yochim et al., 2013). Therefore, it is possible that cognitive changes make it more difficult for older adults to learn how to change their thinking particularly in the context of psychological therapy.


2020 ◽  
Author(s):  
Wesley J Meredith ◽  
Carlos Cardenas-Iniguez ◽  
Marc Berman ◽  
Monica Rosenberg

Individual differences in children’s cognitive abilities impact life and health outcomes. What factors influence these individual differences during development? Here we test whether children’s environments predict cognitive performance, independent of well- characterized socioeconomic effects. We analyzed data from 9002 9–10-year-olds from the Adolescent Brain Cognitive Development Study, an ongoing longitudinal study with community samples across the U.S.A. Using youth- and caregiver-report questionnaires and national database registries (e.g., neighborhood crime, walkability), we defined principal components summarizing children’s home, school, neighborhood, and cultural environments. In two independent samples (ns = 3475, 5527), environmental components explained unique variance in children’s general cognitive ability, executive functioning, and learning/memory abilities. Furthermore, increased neighborhood enrichment was associated with a decreased relationship between sociodemographics and general cognitive abilities. Thus, the environment explains unique variance in cognitive performance in development and should be considered alongside sociodemographic factors to understand brain functioning and behavior.


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