Macaques preferentially attend to intermediately surprising information.

Normative learning theories dictate that we should preferentially attend to informative sources, but only up to the point that our limited learning systems can process their content. Humans, including infants, show this predicted strategic deployment of attention. Here, we demonstrate that rhesus monkeys, much like humans, attend to events of moderate surprisingness over both more and less surprising events. They do this in the absence of any specific goal or contingent reward, indicating that the behavioural pattern is spontaneous. We suggest this U-shaped attentional preference represents an evolutionarily preserved strategy for guiding intelligent organisms toward material that is maximally useful for learning.

Visual Attention Preference for Intermediate Predictability in Young Children.

How do children allocate their attention? There is too much information in the world to encode it all, so children must pick and choose. How do they organize their sampling to make the most of the learning opportunities that surround them? Previous work shows infants actively seek intermediately predictable information. Here we employ eye-tracking and computational modeling to examine the impact of stimulus predictability across early childhood (ages 3-6 years, n = 72, predominantly Non-Hispanic White, middle- to upper-middle-income), by chronological age and cognitive ability. Results indicated that children prefer attending to stimuli of intermediate predictability, with no differences in this pattern based on age or cognitive ability. The consistency may suggest a robust general information-processing mechanism that operates across the lifespan.

Extraordinary intelligence and the care of infants.

We present evidence that pressures for early childcare may have been one of the driving factors of human evolution. We show through an evolutionary model that runaway selection for high intelligence may occur when (i) altricial neonates require intelligent parents, (ii) intelligent parents must have large brains, and (iii) large brains necessitate having even more altricial offspring. We test a prediction of this account by showing across primate genera that the helplessness of infants is a particularly strong predictor of the adults' intelligence. We discuss related implications, including this account's ability to explain why human-level intelligence evolved specifically in mammals. This theory complements prior hypotheses that link human intelligence to social reasoning and reproductive pressures and explains how human intelligence may have become so distinctive compared with our closest evolutionary relatives.

Child stunting is associated with weaker human capital among native Amazonians.

OBJECTIVES: We assessed associations between child stunting, recovery, and faltering with schooling and human capital skills in a native Amazonian society of horticulturalists-foragers (Tsimane'). METHODS: We used cross-sectional data (2008) from 1262 children aged 6 to 16 years in 53 villages to assess contemporaneous associations between three height categories: stunted (height-for-age Z score, HAZ<-2), moderately stunted (-2 ≤ HAZ≤-1), and nonstunted (HAZ>-1), and three categories of human capital: completed grades of schooling, test-based academic skills (math, reading, writing), and local plant knowledge. We used annual longitudinal data (2002-2010) from all children (n = 853) in 13 villages to estimate the association between changes in height categories between the first and last years of measure and schooling and academic skills. RESULTS: Stunting was associated with 0.4 fewer completed grades of schooling (∼24% less) and with 13-15% lower probability of showing any writing or math skills. Moderate stunting was associated with ∼20% lower scores in local plant knowledge and 9% lower probability of showing writing skills, but was not associated with schooling or math and writing skills. Compared with nonstunted children, children who became stunted had 18-21% and 15-21% lower probabilities of showing math and writing skills, and stunted children had 0.4 fewer completed grades of schooling. Stunted children who recovered showed human capital outcomes that were indistinguishable from nonstunted children. CONCLUSIONS: The results confirm adverse associations between child stunting and human capital skills. Predictors of growth recovery and faltering can affect human capital outcomes, even in a remote, economically self-sufficient society.

Birth seasons and heights among girls and boys below 12 years of age: lasting effects and catch-up growth among native Amazonians in Bolivia.

BACKGROUND: Seasons affect many social, economic, and biological outcomes, particularly in low-resource settings, and some studies suggest that birth season affects child growth. AIM: To study a predictor of stunting that has received limited attention: birth season. SUBJECTS AND METHODS: This study uses cross-sectional data collected during 2008 in a low-resource society of horticulturists-foragers in the Bolivian Amazon, Tsimane'. It estimates the associations between birth months and height-for-age Z-scores (HAZ) for 562 girls and 546 boys separately, from birth until age 11 years or pre-puberty, which in this society occurs ∼13-14 years. RESULTS: Children born during the rainy season (February-May) were shorter, while children born during the end of the dry season and the start of the rainy season (August-November) were taller, both compared with their age-sex peers born during the rest of the year. The correlations of birth season with HAZ were stronger for boys than for girls. Controlling for birth season, there is some evidence of eventual partial catch-up growth, with the HAZ of girls or boys worsening until ∼ age 4-5 years, but improving thereafter. By age 6 years, many girls and boys had ceased to be stunted, irrespective of birth season. CONCLUSION: The results suggest that redressing stunting will require attention to conditions in utero, infancy and late childhood.

Native Amazonian children forego egalitarianism in merit-based tasks when they learn to count.

Cooperation often results in a final material resource that must be shared, but deciding how to distribute that resource is not straightforward. A distribution could count as fair if all members receive an equal reward (egalitarian distributions), or if each member's reward is proportional to their merit (merit-based distributions). Here, we propose that the acquisition of numerical concepts influences how we reason about fairness. We explore this possibility in the Tsimane', a farming-foraging group who live in the Bolivian rainforest. The Tsimane' learn to count in the same way children from industrialized countries do, but at a delayed and more variable timeline, allowing us to de-confound number knowledge from age and years in school. We find that Tsimane' children who can count produce merit-based distributions, while children who cannot count produce both merit-based and egalitarian distributions. Our findings establish that the ability to count - a non-universal, language-dependent, cultural invention - can influence social cognition.

Origins of shared genetic variation in African cichlids.

Cichlid fishes have evolved tremendous morphological and behavioral diversity in the waters of East Africa. Within each of the Great Lakes Tanganyika, Malawi, and Victoria, the phenomena of hybridization and retention of ancestral polymorphism explain allele sharing across species. Here, we explore the sharing of single nucleotide polymorphisms (SNPs) between the major East African cichlid assemblages. A set of approximately 200 genic and nongenic SNPs was ascertained in five Lake Malawi species and genotyped in a diverse collection of ~160 species from across Africa. We observed segregating polymorphism outside of the Malawi lineage for more than 50% of these loci; this holds similarly for genic versus nongenic SNPs, as well as for SNPs at putative CpG versus non-CpG sites. Bayesian and principal component analyses of genetic structure in the data demonstrate that the Lake Malawi endemic flock is not monophyletic and that river species have likely contributed significantly to Malawi genomes. Coalescent simulations support the hypothesis that river cichlids have transported polymorphism between lake assemblages. We observed strong genetic differentiation between Malawi lineages for approximately 8% of loci, with contributions from both genic and nongenic SNPs. Notably, more than half of these outlier loci between Malawi groups are polymorphic outside of the lake. Cichlid fishes have evolved diversity in Lake Malawi as new mutations combined with standing genetic variation shared across East Africa.

Rich analysis and rational models: inferring individual behavior from infant looking data.

Studies of infant looking times over the past 50 years have provided profound insights about cognitive development, but their dependent measures and analytic techniques are quite limited. In the context of infants' attention to discrete sequential events, we show how a Bayesian data analysis approach can be combined with a rational cognitive model to create a rich data analysis framework for infant looking times. We formalize (i) a statistical learning model, (ii) a parametric linking between the learning model's beliefs and infants' looking behavior, and (iii) a data analysis approach and model that infers parameters of the cognitive model and linking function for groups and individuals. Using this approach, we show that recent findings from Kidd, Piantadosi and Aslin (iv) of a U-shaped relationship between look-away probability and stimulus complexity even holds within infants and is not due to averaging subjects with different types of behavior. Our results indicate that individual infants prefer stimuli of intermediate complexity, reserving attention for events that are moderately predictable given their probabilistic expectations about the world.

The Goldilocks effect in infant auditory attention.

Infants must learn about many cognitive domains (e.g., language, music) from auditory statistics, yet capacity limits on their cognitive resources restrict the quantity that they can encode. Previous research has established that infants can attend to only a subset of available acoustic input. Yet few previous studies have directly examined infant auditory attention, and none have directly tested theorized mechanisms of attentional selection based on stimulus complexity. This work utilizes model-based behavioral methods that were recently developed to examine visual attention in infants (e.g., Kidd, Piantadosi, & Aslin, 2012). The present results demonstrate that 7- to 8-month-old infants selectively attend to nonsocial auditory stimuli that are intermediately predictable/complex with respect to their current implicit beliefs and expectations. These findings provide evidence of a broad principle of infant attention across modalities and suggest that sound-to-sound transitional statistics heavily influence the allocation of auditory attention in human infants.

Female preference for males depends on reproductive physiology in the African cichlid fish Astatotilapia burtoni.

Mate choice is fundamental to sexual selection, yet little is known about underlying physiological mechanisms that influence female mating decisions. We investigated the endocrine underpinnings of female mate choice in the African cichlid Astatotilapia burtoni, a non-seasonal breeder. In addition to profiling behavioral and hormonal changes across the female reproductive cycle, we tested two hypotheses regarding possible factors influencing female mate choice. We first asked whether female mate choice is influenced by male visual and/or chemical cues. A. burtoni females were housed for one full reproductive cycle in the center of a dichotomous choice apparatus with a large (attractive) or small (unattractive) conspecific male on either side. Females associated mostly with small, less attractive males, but on the day of spawning reversed their preference to large, attractive males, with whom they mated almost exclusively, although this choice depended on the relative amount of androgens released into the water by small males. We next asked whether male behavior or androgen levels change in relation to the stimulus females' reproductive state. We found that stimulus male aggression decreased and reproductive displays increased as the day of spawning approached. Moreover male testosterone levels changed throughout the females' reproductive cycle, with larger males releasing more testosterone into the water than small males. Our data suggest that female association in a dichotomous choice assay is only indicative of the actual mate choice on the day of spawning. Furthermore, we show that male behavior and hormone levels are dependent on the reproductive state of conspecific females.

How AI can distort human beliefs.

Models can convey biases and false information to users.

Latent Diversity in Human Concepts.

Many social and legal conflicts hinge on semantic disagreements. Understanding the origins and implications of these disagreements necessitates novel methods for identifying and quantifying variation in semantic cognition between individuals. We collected conceptual similarity ratings and feature judgements from a variety of words in two domains. We analyzed this data using a non-parametric clustering scheme, as well as an ecological statistical estimator, in order to infer the number of different variants of common concepts that exist in the population. Our results show at least ten to thirty quantifiably different variants of word meanings exist for even common nouns. Further, people are unaware of this variation, and exhibit a strong bias to erroneously believe that other people share their semantics. This highlights conceptual factors that likely interfere with productive political and social discourse.

Learning with certainty in childhood.

Learners use certainty to guide learning. They maintain existing beliefs when certain, but seek further information when they feel uninformed. Here, we review developmental evidence that this metacognitive strategy does not require reportable processing. Uncertainty prompts nonverbal human infants and nonhuman animals to engage in strategies like seeking help, searching for additional information, or opting out. Certainty directs children's attention and active learning strategies and provides a common metric for comparing and integrating conflicting beliefs across people. We conclude that certainty is a continuous, domain-general signal of belief quality even early in life.

Social Prevalence Is Rationally Integrated in Belief Updating.

People rely on social information to inform their beliefs. We ask whether and to what degree the perceived prevalence of a belief influences belief adoption. We present the results of two experiments that show how increases in a person's estimated prevalence of a belief led to increased endorsement of said belief. Belief endorsement rose when impressions of the belief's prevalence were increased and when initial beliefs were uncertain, as predicted by a Bayesian cue integration framework. Thus, people weigh social information rationally. An implication of these results is that social engagement metrics that prompt inflated prevalence estimates in users risk increasing the believability and adoption of viral misinformation posts.

Toddlers use speech disfluencies to predict speakers' referential intentions.

The ability to infer the referential intentions of speakers is a crucial part of learning a language. Previous research has uncovered various contextual and social cues that children may use to do this. Here we provide the first evidence that children also use speech disfluencies to infer speaker intention. Disfluencies (e.g. filled pauses 'uh' and 'um') occur in predictable locations, such as before infrequent or discourse-new words. We conducted an eye-tracking study to investigate whether young children can make use of this distributional information in order to predict a speaker's intended referent. Our results reveal that young children (ages 2;4 to 2;8) reliably attend to speech disfluencies early in lexical development and are able to use disfluencies in online comprehension to infer speaker intention in advance of object labeling. Our results from two groups of younger children (ages 1;8 to 2;2 and 1;4 to 1;8) suggest that this ability emerges around age 2.

Gender bias in academia: A lifetime problem that needs solutions.

Despite increased awareness of the lack of gender equity in academia and a growing number of initiatives to address issues of diversity, change is slow, and inequalities remain. A major source of inequity is gender bias, which has a substantial negative impact on the careers, work-life balance, and mental health of underrepresented groups in science. Here, we argue that gender bias is not a single problem but manifests as a collection of distinct issues that impact researchers' lives. We disentangle these facets and propose concrete solutions that can be adopted by individuals, academic institutions, and society.

Measuring multiple hormones from a single water sample using enzyme immunoassays.

Many aquatic species, such as teleosts, release into the water and detect multiple bioactive substances to assist in schooling, migration, alarm reactions, and to stimulate behavioral and physiological responses during reproduction and in parent-offspring interactions. Understanding the complex relationship between hormones, behavior and their function in communication requires the simultaneous examination of multiple circulating hormones. However, repeated blood sampling within a short time period is not possible in smaller animals without impacting the very behaviors under investigation. The non-invasive technique of collecting and measuring hormone values in holding water using either radioimmunoassay (RIA) or enzyme immunoassay (EIA) is becoming widely used in teleost research. Commercial assay kits in particular enable rapid and reliable data generation, yet their assay buffers are often specific and potentially incompatible with each other, which can hinder measuring multiple hormones from the same sample. We present here the validation and application of a "nested" elution technique we developed that allows for repeated sampling of multiple reproductive hormones - testosterone (T), 17beta-estradiol (E2), progesterone (P), prostaglandin F(2 alpha) (PGF) and 11-ketotestosterone (11KT) - from individual samples of animal holding water by using commercial EIA systems. Our results show that when using appropriate controls to account for possible technical and biological confounds, this technique provides a powerful new tool for research in aquatic endocrinology and physiology.

The elaboration of exploratory play.

We apply a new quantitative method for investigating how children's exploration changes across age in order to gain insight into how exploration unfolds over the course of a human life from a life-history perspective. In this study, different facets of exploratory play were quantified using a novel touchscreen environment across a large sample and wide age range of children in the USA (n = 105, ages = 1 year and 10 months to 12 years and 2 months). In contrast with previous theories that have suggested humans transition from more exploratory to less throughout maturation, we see children transition from less broadly exploratory as toddlers to more efficient and broad as adolescents. Our data cast doubt on the picture of human life history as involving a linear transition from more curious in early childhood to less curious with age. Instead, exploration appears to become more elaborate throughout human childhood. This article is part of the theme issue 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'.

The role of prior knowledge and curiosity in learning.

Recent work has argued that curiosity can improve learning. However, these studies also leave open the possibility that being on the verge of knowing can itself induce curiosity. We investigate how prior knowledge relates to curiosity and subsequent learning using a trivia question task. Curiosity in our task is best predicted by a learner's estimate of their current knowledge, more so than an objective measure of what they actually know. Learning is best predicted by both curiosity and an objective measure of knowledge. These results suggest that while curiosity is correlated with knowledge, there is only a small boost in learning from being curious. The implication is that the mechanisms that drive curiosity are not identical to those that drive learning outcomes.