Future planning in preschool children

The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana) that was necessary to address a future end (of completing a game in which such a picture was missing). Children of both ages drew more targets than children in a control condition in which there was no future end to be pursued. Along with prior findings, the results suggest a major progression in children’s future thinking between 3 and 5 years. Our findings expand on prior knowledge by showing that young children cannot only identify the probate means to future ends but determine such ends and create the means to achieve them, thus offering compelling evidence for future planning

Value conditioning modulates visual working memory processes

Learning allows the value of motivationally salient events to become associated with stimuli that predict those events. Here, we asked whether value associations could facilitate visual working memory (WM), and whether such effects would be valence dependent. Our experiment was specifically designed to isolate value-based effects on WM from value-based effects on selective attention that might be expected to bias encoding. In a simple associative learning task, participants learned to associate the color of tinted faces with gaining or losing money or neither. Tinted faces then served as memoranda in a face identity WM task for which previously learned color associations were irrelevant and no monetary outcomes were forthcoming. Memory was best for faces with gain-associated tints, poorest for faces with loss-associated tints, and average for faces with no-outcome-associated tints. Value associated with 1 item in the WM array did not modulate memory for other items in the array. Eye movements when studying faces did not depend on the valence of previously learned color associations, arguing against value-based biases being due to differential encoding. This valence-sensitive value-conditioning effect on WM appears to result from modulation of WM maintenance processe

The lure of counterfactual curiosity: people incur a cost to experience regret

After making a decision, it is sometimes possible to seek information about how things would be if one had acted otherwise. We investigated the lure of this counterfactual information, namely counterfactual curiosity. In a set of five experiments (total N = 150) we used an adapted Balloon Analogue Risk Task with varying costs of information. People were willing to seek information about how much they could have won, at a cost, and even though it had little utility and a negative emotional impact (i.e. it led to regret). We explore the downstream effects of seeking information on emotion, behavior adjustment, and ongoing performance, showing that it has little or even negative performance benefit. We also replicated the findings with a large-sample (N = 361) preregistered experiment that excluded possible alternative explanations. This suggests that information about counterfactual alternatives has a strong motivational lure – people simply cannot help seeking it

The seductive lure of curiosity: information as a motivationally salient reward

Humans are known to seek non-instrumental information, sometimes expending considerable effort or taking risks to receive it, e.g. “curiosity killed the cat”. This suggests that information is highly motivationally salient. In the current article, we first review recent empirical studies that demonstrated the strong motivational lure of curiosity – people will pay and risk electric shocks for non-instrumental information; and request information that has negative emotional consequences. Then we suggest that this seductive lure of curiosity may reflect a motivational mechanism that has been discussed in the literature of reward learning: incentive salience. We present behavioral and neuroscientific evidence in support of this idea and propose two areas requiring further investigation – how incentive salience for information is instigated; and individual differences in motivational vigor

Encouraging willingness to try insect foods with a utility-value intervention

Despite the benefits of eating insects (entomophagy), Western society is often inclined to reject this practice based on initial reactions of disgust. It is suggested there is potential to overcome this attitude through increasing interest and gaining knowledge of the benefits. One way to accomplish this is through an adapted utility-value intervention, traditionally applied in education research, to increase interest and perceived value in a topic. Across two studies (each with a one-month follow-up) participants researched and wrote an essay designed to increase interest and value in entomophagy or a control essay. Participants then completed a rating task assessing their willingness to try insect and familiar foods, along with other key attributes (e.g., sustainability). The utility-value intervention increased willingness to try insect foods as well as other key attributes compared to a non-insect control essay (Study 1). Unexpectedly, we also found a potentially similar (but smaller) effect of researching an insect-based recipe (Study 2) on willingness to try. The effects found in both studies were consistent at follow-up. These findings indicate the usefulness of utility-value interventions in encouraging entomophagy but also suggest that exposure to information about insect food, although less effective than a utility-value intervention, may also be sufficient

A scoping review of methods and measures used to capture children's play during school breaktimes

Play is linked to healthy child development and is recognised in the UN Convention on the Rights of the Child. School breaktimes provide regular opportunities for children to play, and as such, they have been the context of a large and interdisciplinary body of research on play. Play research has diverse aims and cuts across many academic disciplines, resulting in a wide range of methods and measurement tools being used in research to capture children’s play. In this scoping review, 105 studies of play during school breaktimes were identified and we describe, synthesise and compare methods used to assess play during school breaktimes, bringing together methodologies from different fields for the first time. Specifically, we captured: the aspects of play that have been measured and described; established tools and coding schemes that have been used; what the measures of play have been used for; and what the quality of reporting of play measures has been. In this way, we anticipate that the review will facilitate future play research and support, where appropriate, more consistent use and transparent reporting of methods and measures

Counterfactual curiosity in preschool children

We investigated whether young children are curious about what could have been (“counterfactual curiosity”). In two experiments, children aged 4 and 5 years (N = 32 in Experiment 1, N = 24 in Experiment 2) played a matching game in which they turned over cards in the hope that they matched a picture. After choosing a card, children could use “x-ray glasses” to uncover unchosen cards. In Experiment 1, most children spontaneously used the glasses to peek at past alternatives, even when the outcome could no longer be altered. In Experiment 2, children concentrated their information search on alternatives that were within their control. In both experiments, children showed greater interest in counterfactual outcomes when the card they chose turned out not to match the picture. The findings suggest that young children are curious not only about what is but also about what could have been. Curiosity about alternative outcomes seems to precede counterfactual reasoning

Brewing up a storm: developing Open Research culture through ReproducibiliTea

ReproducibiliTea Reading is a group of researchers and students who meet regularly to discuss Open Research practice. Our aim is to reduce the perceived costs of adopting open and reproducible practices by increasing Open Research literacy. We have developed our technical skills and promoted open practices that have been taken up in our research. We are also exploring ways in which Open Research objectives can be integrated into student learning activities and researcher incentives

Children’s play and independent mobility in 2020: results from the British Children’s Play Survey

The British Children’s Play Survey was conducted in April 2020 with a nationally representative sample of 1919 parents/caregivers with a child aged 5–11 years. Respondents completed a range of measures focused on children’s play, independent mobility and adult tolerance of and attitudes towards risk in play. The results show that, averaged across the year, children play for around 3 h per day, with around half of children’s play happening outdoors. Away from home, the most common places for children to play are playgrounds and green spaces. The most adventurous places for play were green spaces and indoor play centres. A significant difference was found between the age that children were reported to be allowed out alone (10.74 years; SD = 2.20 years) and the age that their parents/caregivers reported they had been allowed out alone (8.91 years; SD = 2.31 years). A range of socio-demographic factors were associated with children’s play. There was little evidence that geographical location predicted children’s play, but it was more important for independent mobility. Further, when parents/caregivers had more positive attitudes around children’s risk-taking in play, children spent more time playing and were allowed to be out of the house independently at a younger age

No evidence for a relationship between social closeness and similarity in resting-state functional brain connectivity in schoolchildren

Previous research suggests that the proximity of individuals in a social network predicts how similarly their brains respond to naturalistic stimuli. However, the relationship between social connectedness and brain connectivity in the absence of external stimuli has not been examined. To investigate whether neural homophily between friends exists at rest we collected resting-state functional magnetic resonance imaging (fMRI) data from 68 school-aged girls, along with social network information from all pupils in their year groups (total 5,066 social dyads). Participants were asked to rate the amount of time they voluntarily spent with each person in their year group, and directed social network matrices and community structure were then determined from these data. No statistically significant relationships between social distance, community homogeneity and similarity of global-level resting-state connectivity were observed. Nor were we able to predict social distance using a regularised regression technique (i.e. elastic net regression based on the local-level similarities in resting-state whole-brain connectivity between participants). Although neural homophily between friends exists when viewing naturalistic stimuli, this finding did not extend to functional connectivity at rest in our population. Instead, resting-state connectivity may be less susceptible to the influences of a person's social environment