Executive functions in birds

Executive functions comprise of top-down cognitive processes that exert control over information processing, from acquiring information to issuing a behavioral response. These cogni- tive processes of inhibition, working memory, and cognitive flexibility underpin complex cognitive skills, such as episodic memory and planning, which have been repeatedly investigated in several bird species in recent decades. Until recently, avian executive functions were studied in relatively few bird species but have gained traction in comparative cognitive research following MacLean and colleagues’ large-scale study from 2014. Therefore, in this review paper, the relevant previous findings are collected and organized to facilitate further investigations of these core cognitive processes in birds. This review can assist in integrating findings from avian and mammalian cognitive research and further the current understanding of executive functions’ significance and evolution

Executive functions in birds

Executive functions comprise of top-down cognitive processes that exert control over information processing, from acquiring information to issuing a behavioral response. These cogni- tive processes of inhibition, working memory, and cognitive flexibility underpin complex cognitive skills, such as episodic memory and planning, which have been repeatedly investigated in several bird species in recent decades. Until recently, avian executive functions were studied in relatively few bird species but have gained traction in comparative cognitive research following MacLean and colleagues’ large-scale study from 2014. Therefore, in this review paper, the relevant previous findings are collected and organized to facilitate further investigations of these core cognitive processes in birds. This review can assist in integrating findings from avian and mammalian cognitive research and further the current understanding of executive functions’ significance and evolution

The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds

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Aiding Reflective Navigation in a Dynamic Information Landscape: A Challenge for Educational Psychology

Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies because, in principle, it supports well-informed decision-making on individual, local, and global matters. In practice, however, without appropriate readiness for navigation in a dynamic information landscape, such access to information can become a threat to public health, safety, and economy, as the COVID-19 pandemic has shown. In the past, this readiness was often conceptualized in terms of adequate literacy levels, but the contemporarily observed highest-ever literacy levels have not immunized our societies against the risks of misinformation. Therefore, in this Perspective, we argue that democratisation of access to information endows citizens with new responsibilities, and second, these responsibilities demand readiness that cannot be reduced to mere literacy levels. In fact, this readiness builds on individual adequate literacy skills, but also requires rational thinking and awareness of own information processing. We gather evidence from developmental, educational, and cognitive psychology to show how these aspects of readiness could be improved through education interventions, and how they may be related to healthy work-home balance and self-efficacy. All these components of education are critical to responsible global citizenship and will determine the future direction of our societies

Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development

peer reviewedBackground: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. Objective: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. Method: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. Results: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. Conclusion: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development

Approach-Avoidance Motivation in Lifelong Learning: A New Framework for Understanding the Decision-Making Process behind Voluntary Learning

The decision to engage in lifelong learning often entails a motivational conflict, requiring individuals to balance potential benefits against the costs of engagement. Approach- avoidance motivation occurs when an action involves simultaneous positive and negative outcomes, necessitating a choice. This concept has primarily been studied in emotionally charged decisions linked to fear or anxiety, relevant for clinical settings. Our aim is to shift the focus to the cost of engagement in learning and educational settings. In a society marked by high demands and numerous tools for knowledge updating, lifelong learning may be beneficial for continuous individual development and societal contribution. We introduce a new framework that intricately connects motivation and learning processes with cognition, highlighting the pivotal roles of executive functions and decision-making processes. This article delves into the confluence of lifelong learning, cognitive conflict, and approach- avoidance motivation within the context of education and learning processes

Young children’s mental rotation and the relation with fluid intelligence, block play, and gender.

peer reviewedSpatial skills such as mental rotation are an integral part of children’s cognitive development and are referred to as gatekeepers to STEM. Mental rotation emerges in children as young as 4 years of age and is malleable. However, it remains unclear when these gender differences emerge and whether intelligence is related to mental rotation in the preschool years. Additionally, finding ways to foster mental rotation might help to alleviate possible early gender differences. This study aims at contributing to this research area by investigating playful approaches to foster mental rotation in girls and boys in an experimental design with three measurement points, employing a sample of 5- to 6-year-old preschool children. In addition to this, we are interested in exploring the relation of gender and fluid intelligence with mental rotation. Thus, a playful intervention with different amounts of guidance provided by an adult (verbal + material scaffolds, material scaffolds, and free play) was employed. Results showed that mental rotation increased more in boys than in girls and that playful interventions fostered children’s mental rotation. However, girls in the group with the highest guidance showed the least gains compared to all other groups, while boys profited most from this group. Girls who played freely or with little guidance showed similar increases in mental rotation as the boys. Fluid intelligence was related to mental rotation in preschool children. Play can foster mental rotation, but different amounts of guidance seem to be crucial for girls and boys.5. Gender equalit

Distracted and Misled, Yet Capable of Transfer: Analogical Transfer in 2.5- to 5.5-Year-Olds

peer reviewedAnalogical transfer, the ability to generalize a solution onto a seemingly different but functionally similar problem, has the potential to boost individual learning beyond similar-looking situations. However, analogical transfer also involves another ability that is key for efficient learning and may be supported early in education: the ability to disregard irrelevant information in favour of relevant information. Supporting this ability in early childhood education has implications not only for learning but also well-informed participation in the democratic society, which heavily relies on evaluating arguments in terms of their relevance for a given subject. To date, analogical transfer was repeatedly investigated in young children, but their ability to prioritise truly relevant over irrelevant, distracting or misleading, information remains understudied. Therefore, in this study, we tested whether children between 2.5 and 5.5 years (N = 41, ongoing) could transfer relevant information despite irrelevant, distracting or misleading, information. Children participated in a play session at day-care facilities, where they attempted to transfer relevant tool-use knowledge across two analogical problems despite a distracting or a misleading problem solved in between. Preliminary results suggested that children younger than 40 months were not capable of disregarding either type of irrelevant information, and the likelihood of disregarding both distracting and misleading information was the highest in 4.5- to 5.5-year-olds. The data collection is ongoing, and, as measures of world knowledge and executive functions are gathered alongside performance on analogical transfer, the study may inform future interventions focused on relevant cognitive capacities beyond child’s age

Mental rotation is supported by block play in boys and girls

peer reviewedMental rotation in adults can be supported by spatial activities and shows sex differences in favor of males. Yet, whether these results apply to young children and whether possible early sex differences in mental rotation might be alleviated through spatial play remains unclear. Thus, we investigated whether play with different levels of guidance (high guidance vs. medium guidance vs. low guidance) would affect girls' and boys' mental rotation in a sample of 183 German 5- and 6-year-olds. Any play form fostered children's mental rotation. However, girls profited less from high guidance than boys. Play can foster mental rotation, but different levels of guidance seem to have differential effects on girls and boys.5. Gender equalit

Prospects in the field of learning and individual differences: Examining the past to forecast the future using bibliometrics

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