A shared "optimal-level of arousal": Seeking basis for creativity and curiosity.

We argue that the phases identified in the novelty-seeking model can be clarified by considering an updated version of the optimal-level of arousal model, which incorporates the "arousal" and "mood changing" potentials of stimuli and contexts. Such a model provides valuable insights into what determines one's state of mind, inter-individual differences, and the rewarding effects of curiosity and creativity.

The ontogeny of selective social learning: Young children flexibly adopt majority- or payoff-based biases depending on task uncertainty.

Humans have adapted well to diverse environments in part because of their ability to efficiently acquire information from their social environment. However, we still know very little as to how young children acquire cultural knowledge and in particular the circumstances under which children prioritize social learning over asocial learning. In this study, we asked whether children will selectively adopt either a majority-biased or payoff-biased social learning strategy in the presence or absence of asocial learning. The 3- to 5-year-olds (N = 117) were first shown a video in which four other children took turns in retrieving a capsule housing a reward from one of two boxes. Three of the children (the "majority") retrieved a capsule from the same box, and a single individual (the "minority") retrieved a capsule from the alternative box. Across four conditions, we manipulated both the value of the rewards available in each box (equal or unequal payoff) and whether children had knowledge of the payoff before making their own selection. Results show that children adopted a majority-biased learning strategy when they were unaware of the value of the rewards available but adopted a payoff-biased strategy when the payoff was known to be unequal. We conclude that children are strategic social learners who integrate both social and asocial learning to maximize personal gain.

When does it pay to follow the crowd? Children optimize imitation of causally irrelevant actions performed by a majority.

Cultural evolutionary theory posits that human cultural complexity rests on a set of adaptive learning biases that help to guide functionality and optimality in social learning, but this sits in contrast with the commonly held view that children are unselective "over-imitators." Here, we tested whether 4- and 6-year-old children use social learning biases flexibly to fine-tune their copying of irrelevant actions. Children watched a video of a majority demonstrating causally irrelevant actions and a minority demonstrating only causally relevant actions. In one condition observers approved of the majority and disapproved of the minority, and in the other condition observers watched the majority and minority neutrally. Results showed that both 4- and 6-year-olds copied the inefficient majority more often than the efficient minority when the observers had approved of the majority's actions, but they copied the efficient minority significantly more when the observers had watched neutrally. We discuss the implications of children's optimal selectivity in copying and the importance of integrating social approval into majority-biased learning when acquiring norms and conventions and in broader processes of cultural evolution.

A cognitive developmental approach is essential to understanding cumulative technological culture.

Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture (CTC). However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.

The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother.

This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5- to 6-year-olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7- to 8-year-olds toward copying the expert. Children aged 9-10 years did not copy according to a model bias. The findings of a follow-up study (N = 30) confirmed that, instead, they prioritized their own-partially flawed-causal understanding of the puzzle box.

"Model age-based" and "copy when uncertain" biases in children's social learning of a novel task.

Theoretical models of social learning predict that individuals can benefit from using strategies that specify when and whom to copy. Here the interaction of two social learning strategies, model age-based biased copying and copy when uncertain, was investigated. Uncertainty was created via a systematic manipulation of demonstration efficacy (completeness) and efficiency (causal relevance of some actions). The participants, 4- to 6-year-old children (N=140), viewed both an adult model and a child model, each of whom used a different tool on a novel task. They did so in a complete condition, a near-complete condition, a partial demonstration condition, or a no-demonstration condition. Half of the demonstrations in each condition incorporated causally irrelevant actions by the models. Social transmission was assessed by first responses but also through children's continued fidelity, the hallmark of social traditions. Results revealed a bias to copy the child model both on first response and in continued interactions. Demonstration efficacy and efficiency did not affect choice of model at first response but did influence solution exploration across trials, with demonstrations containing causally irrelevant actions decreasing exploration of alternative methods. These results imply that uncertain environments can result in canalized social learning from specific classes of model.

Modeling Ewing sarcoma tumors in vitro with 3D scaffolds.

The pronounced biological influence of the tumor microenvironment on cancer progression and metastasis has gained increased recognition over the past decade, yet most preclinical antineoplastic drug testing is still reliant on conventional 2D cell culture systems. Although monolayer cultures recapitulate some of the phenotypic traits observed clinically, they are limited in their ability to model the full range of microenvironmental cues, such as ones elicited by 3D cell-cell and cell-extracellular matrix interactions. To address these shortcomings, we established an ex vivo 3D Ewing sarcoma model that closely mimics the morphology, growth kinetics, and protein expression profile of human tumors. We observed that Ewing sarcoma cells cultured in porous 3D electrospun poly(ε-caprolactone) scaffolds not only were more resistant to traditional cytotoxic drugs than were cells in 2D monolayer culture but also exhibited remarkable differences in the expression pattern of the insulin-like growth factor-1 receptor/mammalian target of rapamycin pathway. This 3D model of the bone microenvironment may have broad applicability for mechanistic studies of bone sarcomas and exhibits the potential to augment preclinical evaluation of antineoplastic drug candidates for these malignancies.

The relationship between autistic traits, expressiveness, readability and social perceptions.

This study investigated the relationship between autistic traits, expressiveness, readability (both actual and perceived), social favourability, and likability. Sixty participants designated as 'targets' were video recorded in a range of social scenarios and their autistic traits were measured using the Autism Spectrum Quotient. The videos were then shown to 106 new participants designated 'perceivers', who were split into three groups to make judgments related to readability, expressiveness, and social favourability respectively. Mediation analyses revealed that autistic traits negatively impacted both perceived likeability and social favourability, mediated by lowered expressiveness. Autistic traits also directly impacted readability, which was not mediated by expressiveness. The findings show how the level of autistic traits of a target can influence how they are socially perceived by others.

The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network.

The Developing Belief Network is a consortium of researchers studying human development in diverse social-cultural settings, with a focus on the interplay between general cognitive development and culturally specific processes of socialization and cultural transmission in early and middle childhood. The current manuscript describes the study protocol for the network's first wave of data collection, which aims to explore the development and diversity of religious cognition and behavior. This work is guided by three key research questions: (1) How do children represent and reason about religious and supernatural agents? (2) How do children represent and reason about religion as an aspect of social identity? (3) How are religious and supernatural beliefs transmitted within and between generations? The protocol is designed to address these questions via a set of nine tasks for children between the ages of 4 and 10 years, a comprehensive survey completed by their parents/caregivers, and a task designed to elicit conversations between children and caregivers. This study is being conducted in 39 distinct cultural-religious groups (to date), spanning 17 countries and 13 languages. In this manuscript, we provide detailed descriptions of all elements of this study protocol, give a brief overview of the ways in which this protocol has been adapted for use in diverse religious communities, and present the final, English-language study materials for 6 of the 39 cultural-religious groups who are currently being recruited for this study: Protestant Americans, Catholic Americans, American members of the Church of Jesus Christ of Latter-day Saints, Jewish Americans, Muslim Americans, and religiously unaffiliated Americans.

Tinkering to innovation: How children refine tools over multiple attempts.

The human capacity for technological innovation and creative problem-solving far surpasses that of any species but develops quite late. Prior work has typically presented children with problems requiring a single solution, a limited number of resources, and a limited amount of time. Such tasks do not allow children to utilize one of their strengths: their ability to engage in broad search and exploration. Thus, we hypothesized that a more open-ended innovation task might allow children to demonstrate greater innovative capacity by allowing them to discover and refine a solution over multiple attempts. Children were recruited from a museum and a children's science event in the United Kingdom. We presented 129 children (66 girls, M = 6.91, SD = 2.18) between 4 and 12 years old with a variety of materials and asked children to use those materials to create tools to remove rewards from a box within 10 min. We coded the variety of tools children created each time they attempted to remove the rewards. By comparing successive attempts, we were able to obtain insights about how children built successful tools. Consistent with prior research, we found that older children were more likely than younger children to create successful tools. However, controlling for age, children who engaged in more tinkering-who retained a greater proportion of objects from their failed tools in subsequent attempts and who added more novel objects to their tools following failure-were more likely to build successful tools than children who did not. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Do Neurotypical People Like or Dislike Autistic People?

Background: This study investigated whether neurotypical individuals' judgments that they dislike a person are more common when viewing autistic individuals than when viewing neurotypical individuals. Methods: Videos of autistic and neurotypical targets were presented to a group of perceivers (neurotypical adults) who were asked whether or not they liked each target and why. Results: It was more common for perceivers to "like" neurotypical than autistic targets. The number of "likes" each target received correlated highly with perceiver ratings of target social favorability. Perceivers cited perceived awkwardness and lack of empathy as being reasons for deciding they disliked targets. Conclusions: The findings shed light on how neurotypical people (mis)perceive autistic people. Such perceptions may act as a barrier to social integration for autistic people. Lay summary: Why was this study done?: Previous research has found that nonautistic people tend to form less positive first impressions of autistic people than they do of other nonautistic people. These studies have tended to present questions such as "How trustworthy is this person?" or "How attractive is this person?" along with ratings scales. However, although it is known that nonautistic people tend to give lower ratings on these scales, we do not know whether this amounts to a dislike for autistic people or just lower levels of liking.What was the purpose of this study?: This study aimed to find out whether nonautistic people are less likely to say they like (and more likely to say they dislike) autistic people than other nonautistic people.What did the researchers do?: The researchers presented videos of autistic and nonautistic people to other nonautistic adults. The people watching the videos were not told that some of the people in the videos were autistic. They were asked to decide whether they liked or disliked the person in each video and to say why they had made their decision by choosing from a range of options.What were the results of the study?: Nonautistic people were more likely to say they disliked the person in the video if they were autistic, even though they did not know the diagnosis. The most common reasons for disliking a person was that they appeared awkward, and that they appeared to lack empathy.What do these findings add to what was already known?: It was already known that nonautistic people tend to rate autistic people less positively on ratings scales. This study suggests that when making judgments-of either liking or disliking-they will sometimes go so far as to say they dislike autistic people.What are potential weaknesses in the study?: All of the people in the video clips were male, while those watching the videos were mainly female. Therefore, we do not know whether the same observations would be made for perceptions of autistic females. The number of participants watching the videos was relatively small: a larger sample would give more reliable findings.How will these findings help autistic adults now or in the future?: The findings add to previous research showing nonautistic people's misperceptions of autistic people could be a barrier to social integration for autistic people. They highlight the need for interventions at the societal level aimed at reducing misunderstanding and promoting tolerance.

Preverbal infants expect agents exhibiting counterintuitive capacities to gain access to contested resources.

Claims to supernatural power have been used as a basis for authority in a wide range of societies, but little is known about developmental origins of the link between supernatural power and worldly authority. Here, we show that 12- to 16-month-old infants expect agents exhibiting counterintuitive capacities to win out in a two-way standoff over a contested resource. Infants watched two agents gain a reward using either physically intuitive or physically counterintuitive methods, the latter involving simple forms of levitation or teleportation. Infants looked longer, indicating surprise, when the physically intuitive agent subsequently outcompeted a physically counterintuitive agent in securing a reward. Control experiments indicated that infants' expectations were not simply motived by the efficiency of agents in pursuing their goals, but specifically the deployment of counterintuitive capacities. This suggests that the link between supernatural power and worldly authority has early origins in development.

The child's pantheon: Children's hierarchical belief structure in real and non-real figures.

To what extent do children believe in real, unreal, natural and supernatural figures relative to each other, and to what extent are features of culture responsible for belief? Are some figures, like Santa Claus or an alien, perceived as more real than figures like Princess Elsa or a unicorn? We categorized 13 figures into five a priori categories based on 1) whether children receive direct evidence of the figure's existence, 2) whether children receive indirect evidence of the figure's existence, 3) whether the figure was associated with culture-specific rituals or norms, and 4) whether the figure was explicitly presented as fictional. We anticipated that the categories would be endorsed in the following order: 'Real People' (a person known to the child, The Wiggles), 'Cultural Figures' (Santa Claus, The Easter Bunny, The Tooth Fairy), 'Ambiguous Figures' (Dinosaurs, Aliens), 'Mythical Figures' (unicorns, ghosts, dragons), and 'Fictional Figures' (Spongebob Squarepants, Princess Elsa, Peter Pan). In total, we analysed responses from 176 children (aged 2-11 years) and 56 adults for 'how real' they believed 13 individual figures were (95 children were examined online by their parents, and 81 children were examined by trained research assistants). A cluster analysis, based exclusively on children's 'realness' scores, revealed a structure supporting our hypotheses, and multilevel regressions revealed a sensible hierarchy of endorsement with differing developmental trajectories for each category of figures. We advance the argument that cultural rituals are a special form of testimony that influences children's reality/fantasy distinctions, and that rituals and norms for 'Cultural Figures' are a powerful and under-researched factor in generating and sustaining a child's endorsement for a figure's reality status. All our data and materials are publically available at https://osf.io/wurxy/.

Ewing's sarcoma: standard and experimental treatment options.

OPINION STATEMENT: Ewing sarcoma family tumors (EWS), which include classic Ewing's sarcoma in addition to primitive neuroectodermal tumor and Askin tumor, are the second most common variety of primary bone cancer to afflict adolescents and young adults. Multi-disciplinary care incorporating advances in diagnosis, surgery, chemotherapy, and radiation has substantially improved the survival rate of patients with localized Ewing sarcoma to nearly 70%. Unfortunately, those advances have not significantly changed the long-term outcome for those with metastatic or recurrent disease; 5-year survival remains less than 25%. This apparent therapeutic plateau exists despite extensive effort during the last four decades to optimize the efficacy of cytotoxic chemotherapy through combination of chemotherapies of mechanistically diverse action, dose-dense scheduling (provided as frequently as every 2 weeks), increased adjuvant treatment duration, and higher dosage per cycle (facilitated with parallel strides in supportive care incorporating growth factors). As has already occurred for malignancies such as breast or colon cancer, the "-omics-based" revolution has enhanced our understanding of the molecular changes responsible for Ewing's tumor formation and identified a number of potential targets (such as IGF-1R or mTOR) amenable to biological therapy. It has also created both a challenge and an opportunity to develop predictive biomarkers capable of selecting patients most likely to benefit from targeted therapy. In this review, we discuss current standard-of-care for patients with Ewing's sarcoma and highlight the most promising experimental therapies in early-phase clinical trials.

A Diverse and Flexible Teaching Toolkit Facilitates the Human Capacity for Cumulative Culture.

Human culture is uniquely complex compared to other species. This complexity stems from the accumulation of culture over time through high- and low-fidelity transmission and innovation. One possible reason for why humans retain and create culture, is our ability to modulate teaching strategies in order to foster learning and innovation. We argue that teaching is more diverse, flexible, and complex in humans than in other species. This particular characteristic of human teaching rather than teaching itself is one of the reasons for human's incredible capacity for cumulative culture. That is, humans unlike other species can signal to learners whether the information they are teaching can or cannot be modified. As a result teaching in humans can be used to support high or low fidelity transmission, innovation, and ultimately, cumulative culture.

Innovation and social transmission in experimental micro-societies: exploring the scope of cumulative culture in young children.

The experimental study of cumulative culture and the innovations essential to it is a young science, with child studies so rare that the scope of cumulative cultural capacities in childhood remains largely unknown. Here we report a new experimental approach to the inherent complexity of these phenomena. Groups of 3-4-year-old children were presented with an elaborate array of challenges affording the potential cumulative development of a variety of techniques to gain increasingly attractive rewards. In contrast to a prior study, we found evidence for elementary forms of cumulative cultural progress, with inventions of solutions at lower levels spreading to become shared innovations, and some children then building on these to create more advanced but more rewarding innovations. This contrasted with markedly more constrained progress when children worked only by themselves, or if groups faced only the highest-level challenges from the start. Further experiments that introduced higher-level inventions via the inclusion of older children, or that created ecological change, with the easiest habitual solutions no longer possible, encouraged higher levels of cumulative innovation. Our results show children are not merely 'cultural sponges', but when acting in groups, display the beginnings of cycles of innovation and observational learning that sustain cumulative progress in problem solving.This article is part of the themed issue 'Process and pattern in innovations from cells to societies'.

The circle of life: A cross-cultural comparison of children's attribution of life-cycle traits.

Do children attribute mortality and other life-cycle traits to all minded beings? The present study examined whether culture influences young children's ability to conceptualize and differentiate human beings from supernatural beings (such as God) in terms of life-cycle traits. Three-to-5-year-old Israeli and British children were questioned whether their mother, a friend, and God would be subject to various life-cycle processes: Birth, death, ageing, existence/longevity, and parentage. Children did not anthropomorphize but differentiated among human and supernatural beings, attributing life-cycle traits to humans, but not to God. Although 3-year-olds differentiated significantly among agents, 5-year-olds attributed correct life-cycle traits more consistently than younger children. The results also indicated some cross-cultural variation in these attributions. Implications for biological conceptual development are discussed.

Do Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts.

This study examined whether instrumental and normative learning contexts differentially influence 4- to 7-year-old children's social learning strategies; specifically, their dispositions to copy an expert versus a majority consensus. Experiment 1 (N = 44) established that children copied a relatively competent "expert" individual over an incompetent individual in both kinds of learning context. In experiment 2 (N = 80) we then tested whether children would copy a competent individual versus a majority, in each of the two different learning contexts. Results showed that individual children differed in strategy, preferring with significant consistency across two different test trials to copy either the competent individual or the majority. This study is the first to show that children prefer to copy more competent individuals when shown competing methods of achieving an instrumental goal (Experiment 1) and provides new evidence that children, at least in our "individualist" culture, may consistently express either a competency or majority bias in learning both instrumental and normative information (Experiment 2). This effect was similar in the instrumental and normative learning contexts we applied.

Cross-cultural similarities and differences in person-body reasoning: experimental evidence from the United Kingdom and Brazilian Amazon.

We report the results of a cross-cultural investigation of person-body reasoning in the United Kingdom and northern Brazilian Amazon (Marajó Island). The study provides evidence that directly bears upon divergent theoretical claims in cognitive psychology and anthropology, respectively, on the cognitive origins and cross-cultural incidence of mind-body dualism. In a novel reasoning task, we found that participants across the two sample populations parsed a wide range of capacities similarly in terms of the capacities' perceived anchoring to bodily function. Patterns of reasoning concerning the respective roles of physical and biological properties in sustaining various capacities did vary between sample populations, however. Further, the data challenge prior ad-hoc categorizations in the empirical literature on the developmental origins of and cognitive constraints on psycho-physical reasoning (e.g., in afterlife concepts). We suggest cross-culturally validated categories of "Body Dependent" and "Body Independent" items for future developmental and cross-cultural research in this emerging area.

Engineering tumors: a tissue engineering perspective in cancer biology.

There is increasing recognition that three-dimensional (3D) tissue culture technologies have many uses within the biomedical sciences beyond the scope of regenerative medicine. One such use is in the field of cancer biology, where a 3D tumor model that accurately recreates the in vivo tumor phenotype would be a valuable tool for studying tumor biology and would allow better preclinical evaluation of anticancer drug candidates. The most widely used model involves small cellular aggregates, termed spheroids, which have been used by cancer biologists for decades and have consistently shown the superiority of 3D tissue culture over standard two-dimensional monolayer culture for mimicking the tumor behavior and drug resistance encountered in vivo. Currently, several research groups have begun to adapt more advanced 3D culture techniques from the tissue engineering field to create a more clinically accurate ex vivo model of tumor biology.