Three-year-old children can access their own memory to guide responses on a visual matching task

Many models of learning rely on accessing internal knowledge states. Yet, although infants and young children are recognized to be proficient learners, the ability to act on metacognitive information is not thought to develop until early school years. In the experiments reported here, 3.5-year-olds demonstrated memory-monitoring skills by responding on a non-verbal task originally developed for non-human animals, in which they had to access their knowledge states. Children learned a set of paired associates, and were given the option to skip uncertain trials on a recognition memory test. Accuracy for accepted items was significantly higher than for skipped on a subsequent memory task that included all items. Additionally, children whose memory-monitoring assessments more closely matched actual memory performance showed superior overall learning, suggesting a correlation between memory-monitoring and memory itself. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants.     

From domain-generality to domain-sensitivity: 4-Month-olds learn an abstract repetition rule in music that 7-month-olds do not

Learning must be constrained for it to lead to productive generalizations. Although biology is undoubtedly an important source of constraints, prior experience may be another, leading learners to represent input in ways that are more conducive to some generalizations than others, and/or to up- and down-weight features when entertaining generalizations. In two experiments, 4-month-old and 7-month-old infants were familiarized with sequences of musical chords or tones adhering either to an AAB pattern or an ABA pattern. In both cases, the 4-month-olds learned the generalization, but the 7-month-olds did not. The success of the 4-month-olds appears to contradict an account that this type of pattern learning is the provenance of a language-specific rule-learning module. It is not yet clear what drives the age-related change, but plausible candidates include differential experience with language and music, as well as interactions between general cognitive development and stimulus complexity.     

Counselor Competency in the Courtroom

This article outlines general courtroom procedures and offers systematic practical advice for the counselor testifying as an expert witness. Major topics include the counselor role in court, preparing for testimony, answering questions, and dealing with the cross-examination.     

Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.

Four experiments used the head-turn preference procedure to assess whether infants could extract and remember information from auditory strings produced by a miniature artificial grammar. In all four experiments, infants generalized to new structure by discriminating new grammatical strings from ungrammatical ones after less than 2 min exposure to the grammar. Infants acquired specific information about the grammar as demonstrated by the ability to discriminate new grammatical strings from those with illegal endpoints (Experiment 1). Infants also discriminated new grammatical strings from those with string-internal pairwise violations (Experiments 2 and 3). Infants in Experiment 4 abstracted beyond specific word order as demonstrated by the ability to discriminate new strings produced by their training grammar from strings produced by another grammar despite a change in vocabulary between training and test. We discuss the implications of these findings for the study of language acquisition.     

How to balance Balanced Reporting and Reliable Reporting

Philosophical Studies - The paper draws on philosophy of science to help resolve a tension between two central journalistic ideals: That of resenting diverse viewpoints (Balanced Reporting) and...     

Decisions, decisions: infant language learning when multiple generalizations are possible

Two experiments presented infants with artificial language input in which at least two generalizations were logically possible. The results demonstrate that infants made one of the two generalizations tested, the one that was most statistically consistent with the particular subset of the data they received. The experiments shed light on how learners might go about solving the induction problem for human language.     

The role of sincere amends and perceived partner responsiveness in forgiveness

In a sample of 188 people currently in a romantic relationship, the authors examined the extent to which perceiving a partner as responsive and sincere in making amends relates to participants' forgiveness of a partner after a real‐life hurtful event. Specifically, it was predicted that sincere amends would be associated with greater forgiveness because it conveys that one's partner has understood and validated one's experience of the hurtful event. Results supported this mediational model. Further, exploratory analyses suggested that this meditational model is moderated by event severity and relationship satisfaction. Discussion focuses on understanding how this work might help to inform the dynamic process of forgiveness in couples.     

Infants use rational decision criteria for choosing among models of their input

Previous work demonstrated that 9-month-olds who were familiarized with 3-syllable strings consistent with both a broader (AAB or ABA) and narrower (AAdi or AdiA) generalization made only the latter. Because the narrower generalization is a subset of the broader one, any example that is consistent with the broader generalization but not the narrower one should allow a rational learner to select the broader generalization. The current experiment asked whether infants show evidence of being such learners. Infants who heard the stimuli that previously led to the narrower generalization plus three counterexamples mixed into the last five stimuli made the broader generalization at test. A control condition ruled out the possibility that infants based their generalization on the last five familiarization stimuli. The new findings suggest that infants effectively consider multiple competing models for their input and use rational decision criteria for selecting among these models.