L’éveil du mensonge

Dès leur troisième année, les tout jeunes enfants manifestent des capacités cognitives qui devraient leur permettre de savoir mentir. Ils se représentent les croyances d’autrui, ils savent ce qu’est une représentation fausse de la réalité, et ils sont capables de manipuler autrui à l’aide de messages erronés. Malgré cela, il semble qu’ils soient avant tout des menteurs d’occasion, qui se saisissent des possibilités de tromper surtout lorsqu’ils y sont fortement incités par les circonstances sociales. Vers quatre ans, les enfants se mettent à mentir de manière beaucoup plus systématique. Selon l’hypothèse défendue dans cet article, ce développement du mensonge autour de quatre ans est lié à l’émergence d’un sens de la tromperie : le mensonge, qui n’était jusqu’alors qu’une capacité, devient un objet d’intérêt stratégique. Nous suggérons que le nouvel environnement social où se trouvent plongés les enfants commençant à vivre avec leurs pairs pourrait contribuer à expliquer ce changement.The awakening of liars Young children in their third year show surprising cognitive capacities that should help them know how to lie. They represent other people’s beliefs, they know what it is for a representation to be false, and they are able to manipulate others with inaccurate messages. In spite of all this, they seem to be nothing more than opportunity liars: they do not seize the occasion to deceive others, unless prompted to do so by social circumstances. This paper defends an hypo-thesis according to which the emergence of lies around four years is linked to the rise of a new sense of deceit. Lying, which so far had been nothing but a capacity, becomes a matter of strategic concern. The new social environment where children of this age having to live with their peers, are plunged, might help explain this change

Infants expect agents to minimize the collective cost of collaborative actions

This paper argues that human infants address the challenges of optimizing, recognizing, and interpreting collaborative behaviors by assessing their collective efficiency. This hypothesis was tested by using a looking-time study. Fourteen-month-olds (N = 32) were familiarized with agents performing a collaborative action in computer animations. During the test phase, the looking times were measured while the agents acted with various efficiency parameters. In the critical condition, the agents’ actions were individually efficient, but their combination was either collectively efficient or inefficient. Infants looked longer at test events that violated expectations of collective efficiency (p = .006, d = 0.79). Thus, preverbal infants apply expectations of collective efficiency to actions involving multiple agents

Epistemic Vigilance

Humans massively depend on communication with others, but this leaves them open to the risk of being accidentally or intentionally misinformed. To ensure that, despite this risk, communication remains advantageous, humans have, we claim, a suite of cognitive mechanisms for epistemic vigilance. Here we outline this claim and consider some of the ways in which epistemic vigilance works in mental and social life by surveying issues, research and theories in different domains of philosophy, linguistics, cognitive psychology and the social sciences

The effect of disagreement on children’s source memory performance

Source representations play a role both in the formation of individual beliefs as well as in the social transmission of such beliefs. Both of these functions suggest that source information should be particularly useful in the context of interpersonal disagreement. Three experi- ments with an identical design (one original study and two replications) with 3- to 4-year-old- children (N = 100) assessed whether children’s source memory performance would improve in the face of disagreement and whether such an effect interacts with different types of sources (first- vs. second-hand). In a 2 x 2 repeated-measures design, children found out about the contents of a container either by looking inside or being told (IV1). Then they were questioned about the contents of the container by an interlocutor puppet who either agreed or disagreed with their answer (IV2). We measured children’s source memory performance in response to a free recall question (DV1) followed by a forced-choice question (DV2). Four-year-olds (but not three-year-olds) performed better in response to the free recall source memory question (but not the forced-choice question) when their interlocutor had disagreed with them compared to when it had agreed with them. Children were also better at recalling ‘having been told’ than ‘having seen’. These results demonstrate that by four years of age, source memory capacities are sensitive to the communicative context of assertions and serve social functions

Infants’ representation of asymmetric social influence

In social groups, some individuals have more influence than others, for example, because they are learned from or because they coordinate collective actions. Identifying these influential individuals is crucial to learn about one’s social environment. Here, we tested whether infants represent asymmetric social influence among individuals from observing the imitation of movements in the absence of any observable coercion or order. We defined social influence in terms of Granger causality; that is, if A influences B, then past behaviors of A contain information that predicts the behaviors and mental states of B above and beyond the information contained in the past behaviors and mental states of B alone. Infants (12-, 15-, and 18-month-olds) were familiarized with agents (imitators) influenced by the actions of another one (target). During the test, the infants observed either an imitator who was no longer influenced by the target (incongruent test) or the target who was not influenced by an imitator (neutral test). The participants looked significantly longer at the incongruent test than at the neutral test. This result shows that infants represent and generalize individuals’ potential to influence others’ actions and that they are sensitive to the asymmetric nature of social influence; upon learning that A influences B, they expect that the influence of A over B will remain stronger than the influence of B over A in a novel context. Because of the pervasiveness of social influence in many social interactions and relationships, its representation during infancy is fundamental to understand and predict others’ behaviors

Statistical treatment of looking-time data

Looking times (LTs) are frequently measured in empirical research on infant cognition. We analyzed the statistical distribution of LTs across participants in order to develop recommendations for their treatment in infancy research. Our analyses focused on a common within-subject experimental design, in which longer looking to novel or unexpected stimuli is predicted. We analyzed data from two sources: an in-house set of LTs that included data from individual participants (47 experiments, 1584 observations), and a representative set of published papers reporting group-level LT statistics (149 experiments from 33 papers). We established that LTs are log-normally distributed across participants, and therefore should always be log-transformed before parametric statistical analyses. We estimated the typical size of significant effects in LT studies, which allowed us to make recommendations about setting sample sizes. We show how our estimate of the distribution of effect sizes of LT studies can be used to design experiments to be analyzed by Bayesian statistics, where the experimenter is required to determine in advance the predicted effect size rather than the sample size. We demonstrate the robustness of this method in both sets of LT experiments.This work was supported by an Advanced Investigator Grant (OSTREFCOM) from the European Research Council

Neuro-environmental interactions: a time sensitive matter

Introduction: The assessment of resting state (rs) neurophysiological dynamics relies on the control of sensory, perceptual, and behavioral environments to minimize variability and rule-out confounding sources of activation during testing conditions. Here, we investigated how temporally-distal environmental inputs, specifically metal exposures experienced up to several months prior to scanning, affect functional dynamics measured using rs functional magnetic resonance imaging (rs-fMRI). Methods: We implemented an interpretable XGBoost-shapley additive explanation (SHAP) model that integrated information from multiple exposure biomarkers to predict rs dynamics in typically developing adolescents. In 124 participants (53% females, ages, 13-25 years) enrolled in the public health impact of metals exposure (PHIME) study, we measured concentrations of six metals (manganese, lead, chromium, copper, nickel, and zinc) in biological matrices (saliva, hair, fingernails, toenails, blood, and urine) and acquired rs-fMRI scans. Using graph theory metrics, we computed global efficiency (GE) in 111 brain areas (Harvard Oxford atlas). We used a predictive model based on ensemble gradient boosting to predict GE from metal biomarkers, adjusting for age and biological sex. Results: Model performance was evaluated by comparing predicted versus measured GE. SHAP scores were used to evaluate feature importance. Measured versus predicted rs dynamics from our model utilizing chemical exposures as inputs were significantly correlated (p < 0.001, r = 0.36). Lead, chromium, and copper contributed most to the prediction of GE metrics. Discussion: Our results indicate that a significant component of rs dynamics, comprising approximately 13% of observed variability in GE, is driven by recent metal exposures. These findings emphasize the need to estimate and control for the influence of past and current chemical exposures in the assessment and analysis of rs functional connectivity

Early-Life Critical Windows of Susceptibility to Manganese Exposure and Sex-Specific Changes in Brain Connectivity in Late Adolescence

Background: Early-life environmental exposures during critical windows (CWs) of development can impact life course health. Exposure to neuroactive metals such as manganese (Mn) during prenatal and early postnatal CWs may disrupt typical brain development, leading to persistent behavioral changes. Males and females may be differentially vulnerable to Mn, presenting distinctive CWs to Mn exposure. Methods: We used magnetic resonance imaging to investigate sex-specific associations between early-life Mn uptake and intrinsic functional connectivity in adolescence. A total of 71 participants (15-23 years old; 53% female) from the Public Health Impact of Manganese Exposure study completed a resting-state functional magnetic resonance imaging scan. We estimated dentine Mn concentrations at prenatal, postnatal, and early childhood periods using laser ablation-inductively coupled plasma-mass spectrometry. We performed seed-based correlation analyses to investigate the moderating effect of sex on the associations between Mn and intrinsic functional connectivity adjusting for age and socioeconomic status. Results: We identified significant sex-specific associations between dentine Mn at all time points and intrinsic functional connectivity in brain regions involved in cognitive and motor function: 1) prenatal: dorsal striatum, occipital/frontal lobes, and middle frontal gyrus; 2) postnatal: right putamen and cerebellum; and 3) early childhood: putamen and occipital, frontal, and temporal lobes. Network associations differed depending on exposure timing, suggesting that different brain networks may present distinctive CWs to Mn. Conclusions: These findings suggest that the developing brain is vulnerable to Mn exposure, with effects lasting through late adolescence, and that females and males are not equally vulnerable to these effects. Future studies should investigate cognitive and motor outcomes related to these associations