Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.

Variability and harshness shape flexible strategy-use in support of the constrained flexibility framework.

Human cognition is incredibly flexible, allowing us to thrive within diverse environments. However, humans also tend to stick to familiar strategies, even when there are better solutions available. How do we exhibit flexibility in some contexts, yet inflexibility in others? The constrained flexibility framework (CFF) proposes that cognitive flexibility is shaped by variability, predictability, and harshness within decision-making environments. The CFF asserts that high elective switching (switching away from a working strategy) is maladaptive in stable or predictably variable environments, but adaptive in unpredictable environments, so long as harshness is low. Here we provide evidence for the CFF using a decision-making task completed across two studies with a total of 299 English-speaking adults. In line with the CFF, we found that elective switching was suppressed by harshness, using both within- and between-subjects harshness manipulations. Our results highlight the need to study how cognitive flexibility adapts to diverse contexts.

Overcoming cognitive set bias requires more than seeing an alternative strategy.

Determining when to switch from one strategy to another is at the heart of adaptive decision-making. Previous research shows that humans exhibit a 'cognitive set' bias, which occurs when a familiar strategy occludes-even much better-alternatives. Here we examined the mechanisms underlying cognitive set by investigating whether better solutions are visually overlooked, or fixated on but disregarded. We analyzed gaze data from 67 American undergraduates (91% female) while they completed the learned strategy-direct strategy (LS-DS) task, which measures their ability to switch from a learned strategy (LS) to a more efficient direct strategy (DS or shortcut). We found that, in the first trial block, participants fixated on the location of the shortcut more when it was available but most (89.6%) did not adopt it. Next, participants watched a video demonstrating either the DS (N = 34 Informed participants) or the familiar LS (N = 33 Controls). In post-video trials, Informed participants used the DS more than pre-video trials and compared to Controls. Notably, 29.4% of Informed participants continued to use the LS despite watching the DS video. We suggest that cognitive set in the LS-DS task does not stem from an inability to see the shortcut but rather a failure to try it.

The social learning and development of intra- and inter-ethnic sharing norms in the Congo Basin: A registered report protocol.

Compared to other species, the extent of human cooperation is unparalleled. Such cooperation is coordinated between community members via social norms. Developmental research has demonstrated that very young children are sensitive to social norms, and that social norms are internalized by middle childhood. Most research on social norm acquisition has focused on norms that modulated intra-group cooperation. Yet around the world, multi-ethnic communities also cooperate, and this cooperation is often shaped by distinct inter-group social norms. In the present study, we will investigate whether inter-ethnic and intra-ethnic social norm acquisition follows the same, or distinct, developmental trajectories. Specifically, we will work with BaYaka foragers and Bandongo fisher-farmers who inhabit multi-ethnic villages in the Republic of the Congo. In these villages, inter-ethnic cooperation is regulated by sharing norms. Through interviews with adult participants, we will provide the first descriptive account of the timing and mechanism by which BaYaka and Bandongo learn to share with out-group members. Children (5-17 years) and adults (17+ years) will also participate in a modified Dictator Game to investigate the developmental trajectories of children's intra- and inter-ethnic sharing choices. Based on our ethnographic knowledge of the participating communities, we predict that children's intra-ethnic sharing choices in the Dictator Game will match those of adults at an earlier age than their inter-ethnic sharing choices. We will analyze our data using logistic Bayesian modelling.