The nonlinearity of pupil diameter fluctuations in an insight task as criteria for detecting children who solve the problem from those who do not.

Insights, characterized by sudden discoveries following unsuccessful problem-solving attempts, are fascinating phenomena. Dynamic systems perspectives argue that insight arises from self-organizing perceptual and motor processes. Entropy and fractal scaling are potential markers for emerging new and effective solutions. This study investigated whether specific features associated with self-organization in dynamical systems can distinguish between individuals who succeed and those who fail in solving insight tasks. To achieve this, we analyzed pupillary diameter fluctuations of children aged 6 to 12 during the 8-coin task, a well-established insight task. The participants were divided into two groups: successful (n = 24) and unsuccessful (n = 43) task completion. Entropy, determinism, recurrence ratio, and the ß scaling exponent were estimated using Recurrence Quantification and Power Spectrum Density analyses. The results indicated that the solver group exhibited more significant uncertainty and lower predictability in pupillary diameter fluctuations before finding the solution. Recurrence Quantification Analysis revealed changes that went unnoticed by mean and standard deviation measures. However, the ß scaling exponent did not differentiate between the two groups. These findings suggest that entropy and determinism in pupillary diameter fluctuations can identify early differences in problem-solving success. Further research is needed to determine the exclusive role of perceptual and motor activity in generating insights and investigate these results' generalizability to other tasks and populations.

Parliamentary roll-call voting as a complex dynamical system: The case of Chile.

A method is proposed to study the temporal variability of legislative roll-call votes in a parliament from the perspective of complex dynamical systems. We studied the Chilean Chamber of Deputies' by analyzing the agreement ratio and the voting outcome of each vote over the last 19 years with a Recurrence Quantification Analysis and an entropy analysis (Sample Entropy). Two significant changes in the temporal variability were found: one in 2014, where the voting outcome became more recurrent and with less entropy, and another in 2018, where the agreement ratio became less recurrent and with higher entropy. These changes may be directly related to major changes in the Chilean electoral system and the composition of the Chamber of Deputies, given that these changes occurred just after the first parliamentary elections with non-compulsory voting (2013 elections) and the first elections with a proportional system in conjunction with an increase in the number of deputies (2017 elections) were held.

The effectiveness of a tablet-based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: study protocol for a randomized controlled trial.

BACKGROUND: Evidence suggests that children from low-income families begin the preschool stage with less academic and non-academic skills development compared to higher-income families. There are several successful experiences of early stimulation of cognitive and social-emotional skills; however, there is scarce evidence of the effectiveness of a video game that incorporates the stimulation of these skills simultaneously. This study aims to evaluate the effectiveness of a video game in stimulating cognitive, emotional, and social competence skills in developing academic skills in socioeconomically disadvantaged preschool children. METHODS: A cluster-randomized controlled trial design will be used. A tablet-based video game that stimulates cognitive and socio-emotional skills to improve the development of academic skills is compared with a tablet-based game where students draw and paint with no explicit stimulation of cognitive and socio-emotional skills. Eighteen schools and 750 Chilean preschool students will be recruited. The effectiveness of the intervention will be assessed using a direct evaluation of children on literacy learning and pre-calculation skills at baseline, immediately after stimulation, and at 6, 12, 18, and 24 months post-intervention. The mediating effect of working memory, inhibitory control, emotion recognition, and prosocial behaviours will be assessed on the effectiveness of the intervention. DISCUSSION: The proposed study will be the first to test the effectiveness of a tablet-based video game stimulating cognitive and social-emotional skills to improve academic skills in socioeconomically disadvantaged preschool children in Chile, controlling for gender, age (in months), mental health, and baseline conditions of stimulated skills. TRIAL REGISTRATION: ClinicalTrials.gov NCT05224700. Registered on February 2022.

Screening of Developmental Difficulties during the Transition to Primary School.

The five-to-fifteen (FTF) questionnaire is a screening tool completed by parents that is able to distinguish developmental disorders in children aged 5 to 15 years old. The current study aimed to characterize the developmental difficulties by gender and school age (kindergarten and first grade) of children in their transition to primary school, using the Spanish-language version of the FTF questionnaire. The participants were 541 parents of typically developed children from kindergarten and first grade in public schools in Chile. Developmental difficulties were revealed, showing that boys displayed significantly more difficulties in their social skills when compared to girls, and that kindergartners displayed significantly more developmental difficulties than first graders. The children's developmental difficulties in executive functions, social skills, and emotional/behavioral problems exhibited interactions between gender and school age. The findings were discussed in terms of current conceptualizations of both executive functions and self-regulatory processes. These processes and functions are configured early in development, are gradually consolidated over the course of school age, and can be strengthened or weakened by conditions experienced in childhood. Early screening of developmental difficulties from the parents' perspective would facilitate early detection of problems, as early as in kindergarten, and considering the normal adaptable development of children.

How Do Object Shape, Semantic Cues, and Apparent Velocity Affect the Attribution of Intentionality to Figures With Different Types of Movements?

A series of experiments show that attribution of intentionality to figures depends on the interaction between the type of movement -Theory of Mind (ToM), Goal-Directed (GD), Random (R)- with the presence of human attributes, the way these figures are labeled, and their apparent velocity. In addition, the effect of these conditions or their interaction varies when the use of human nouns -present in the participant's responses- is statistically controlled. In Experiment 1, one group of participants observed triangular figures (n = 46) and another observed humanized figures, called Stickman figures (n = 38). In ToM movements, participants attributed more intentionality to triangular figures than to Stickman figures. However, in R movements, the opposite trend was observed. In Experiment 2 (n = 42), triangular figures were presented as if they were people and compared to triangular figures presented in Experiment 1. Here, when the figures were labeled as people the attribution of intentionality only increased in R and GD movements, but not in ToM movements. Finally, in Experiment 3, Stickman figures (n = 45) move at a higher (unnatural) speed with higher frames per second (fps) than the Stickman figures of Experiment 1. This manipulation decreased the attribution of intentionality in R and GD movements but not in ToM movements. In general terms, it was found that the human attributes and labels promote the use of human nouns in participants' responses, while a high apparent speed reduces their use. The use of human nouns was associated to intentionality scores significantly in R movements, but at a lesser extent in GD and ToM movements. We conclude that, although the type of movement is the most important cue in this sort of task, the tendency to attribute intentionality to figures is affected by the interaction between perceptual and semantic cues (figure shape, label, and apparent speed).

Hands-on experience can lead to systematic mistakes: A study on adults' understanding of sinking objects.

In line with theories of embodied cognition, hands-on experience is typically assumed to support learning. In the current paper, we explored this issue within the science domain of sinking objects. Adults had to make a guess about which of two objects in a pair would sink faster. The crucial manipulation was whether participants were handed real-life objects (real-objects condition) or were shown static images of objects (static-images condition). Results of Experiment 1 revealed more systematic mistakes in the real-objects than the static-images condition. Experiment 2 investigated this result further, namely by having adults make predictions about sinking objects after an initial training. Again, we found that adults made more mistakes in the real-objects than the static-images condition. Experiment 3 showed that the negative effect of hands-on experiences did not influence later performance. Thus, the negative effects of hands-on experiences were short-lived. Even so, our results call into question an undifferentiated use of manipulatives to convey science concepts. Based on our findings, we suggest that a nuanced theory of embodied cognition is needed, especially as it applies to science learning.

Beliefs as Self-Sustaining Networks: Drawing Parallels Between Networks of Ecosystems and Adults' Predictions.

In this paper, we argue that beliefs share common properties with the self-sustaining networks of complex systems. Matching experiences are said to couple with each other into a mutually reinforcing network. The goal of the current paper is to spell out and develop these ideas, using our understanding of ecosystems as a guide. In Part 1 of the paper, we provide theoretical considerations relevant to this new conceptualization of beliefs, including the theoretical overlap between energy and meaning. In Part 2, we discuss the implications of this new conceptualization on our understanding of belief emergence and belief change. Finally, in Part 3, we provide an analytical mapping between beliefs and the self-sustaining networks of ecosystems, namely by applying to behavioral data a measure developed for ecosystem networks. Specifically, average accuracies were subjected to analyses of uncertainty (H) and average mutual information. The ratio between these two values yields degree of order, a measure of how organized the self-sustained network is. Degree of order was tracked over time and compared to the amount of explained variance returned by a categorical non-linear principal components analysis. Finding high correspondence between the two measures of order, together with the theoretical groundwork discussed in Parts 1 and 2, lends preliminary validity to our theory that beliefs have important similarities to the structural characteristics of self-sustaining networks.

Procesamiento semántico de palabras epistémicas y metafísicas en niños y adolescentes con trastorno de espectro autista (TEA) y con desarrollo típico (DT) / Semantic processing of epistemic and metaphysical words in children and adolescents with autism spectrum disorder (ASD) and typically developing (TD)

La capacidad para entender palabras abstractas se relaciona con la inteligencia y procesos de orden superior. Sin embargo, un creciente número de investigaciones sugiere que las palabras abstractas, aun cuando tienen bajos niveles de concreción e imaginabilidad, son procesadas de una manera diferente. Este artículo proporciona evidencia experimental, donde el procesamiento de palabras abstractas-epistémicas (v.g. imaginación, certeza) es diferente al procesamiento de palabras abstractas-metafísicas (v.g. libertad, criterio). Se llevó a cabo un experimento en el que 16 niños y adolescentes con Trastorno del Espectro Autista (ASD) y un grupo pareado con Desarrollo Típico (DT) completaron nueve sentencias incompletas graduadas por dificultad. Los sujetos con TEA fueron menos precisos y lentos con palabras epistémicas-abstractas, y lentos con palabras abstractas-metafísicas que los sujetos con DT. Los resultados se discuten en términos de los procesos cognitivos y sociales para detectar y entender los estados mentales, una habilidad llamada teoría de la mente (ToM).

The ability to understand abstract words is related to intelligence and higher order processes. However, a growing corpus of research suggests that abstracts words, while having lower level of concreteness and imaginability, are processed in different manners. This article provides experimental evidence that the processing of epistemic-abstract words (eg. Imagination, certainty) is different from the processing of metaphysical-abstract words (eg. Freedom, criteria). We carried out an experiment in which 16 children and adolescents with Autism Spectrum Disorder (ASD) and a typically developing matched group (TD) completed nine sentences graded by difficulty. Subjects with ASD were less accurate and slower with abstract-epistemic words; and slower with abstract-metaphysical words, than subjects with TD. The findings are discussed in terms of the social and cognitive processes to detect and understand the mental states, an ability named theory of mind (ToM).

Long-range correlations and patterns of recurrence in children and adults' attention to hierarchical displays.

In order to make sense of a scene, a person must pay attention to several levels of nested order, ranging from the most differentiated details of the display to the integrated whole. In adults, research shows that the processes of integration and differentiation have the signature of self-organization. Does the same hold for children? The current study addresses this question with children between 6 and 9 years of age, using two tasks that require attention to hierarchical displays. A group of adults were tested as well, for control purposes. To get at the question of self-organization, reaction times were submitted to a detrended fluctuation analysis and a recurrence quantification analysis. H exponents show a long-range correlations (1/f noise), and recurrence measures (percent determinism, maximum line, entropy, and trend), show a deterministic structure of variability being characteristic of self-organizing systems. Findings are discussed in terms of organism-environment coupling that gives rise to fluid attention to hierarchical displays.

Fractal coordination in adults' attention to hierarchical visual patterns.

A display that contains hierarchically nested levels of order requires the perceiver to selectively attend to one of the levels. We investigate the degree to which such selective attention is sustained by a soft-assembled emergent coordinative process, one that does not require designated executive control. In the case of emergent soft-assembly, performance from one trial to the next should show characteristic interdependence, visible in the fractal structure of reaction time. To test this hypothesis, we asked participants across three experiments to decide whether two displays matched in a certain way (e.g., in a local element). In order to gauge this coordinative process, task constraints were experimentally manipulated (e.g., familiarity, predictability, and task instruction). Obtained reaction-time data were subjected to a spectral analysis to measure the degree of interdependence among trials. As predicted, results show correlated structure across trials, significantly different from what would be predicted by an independent-process view of selective attention. Results also show that the obtained spectral scaling exponents track the degree of coupling in the task as a function of the degree of task constraints. Findings are discussed in terms of the relative organism-environment coupling to sustain an adaptive behavior.

Dynamic structure of joint-action stimulus-response activity.

The mere presence of a co-actor can influence an individual's response behavior. For instance, a social Simon effect has been observed when two individuals perform a Go/No-Go response to one of two stimuli in the presence of each other, but not when they perform the same task alone. Such effects are argued to provide evidence that individuals co-represent the task goals and the to-be-performed actions of a co-actor. Motivated by the complex-systems approach, the present study was designed to investigate an alternative hypothesis--that such joint-action effects are due to a dynamical (time-evolving) interpersonal coupling that operates to perturb the behavior of socially situated actors. To investigate this possibility, participants performed a standard Go/No-Go Simon task in joint and individual conditions. The dynamic structure of recorded reaction times was examined using fractal statistics and instantaneous cross-correlation. Consistent with our hypothesis that participants responding in a shared space would become behaviorally coupled, the analyses revealed that reaction times in the joint condition displayed decreased fractal structure (indicative of interpersonal perturbation processes modulating ongoing participant behavior) compared to the individual condition, and were more correlated across a range of time-scales compared to the reaction times of pseudo-pair controls. Collectively, the findings imply that dynamic processes might underlie social stimulus-response compatibility effects and shape joint cognitive processes in general.

Summation in predictive learning in children

Una cantidad considerable de investigación ha examinado las predicciones contrarias de los modelos elementalistas y configuracionales del aprendizaje. Uno de los métodos más simples para distinguir entre estos dos enfoques es la prueba de sumación, en la cual se examina la fuerza asociativa de un estímulo compuesto novedoso (AB) después del entrenamiento por separado de cada uno de sus elementos (A+ y B+). El enfoque configuracional predice que la fuerza asociativa del compuesto será aproximadamente el promedio de la fuerza asociativa de sus componentes, mientras que el enfoque elementalista predice que la fuerza del compuesto será mayor que la de cada uno de los elementos por separado. La prueba de sumación ha arrojado evidencia contradictoria en experimentos con animales así como también con humanos adultos. El propósito de la presente investigación fue examinar el fenómeno de sumatoria en el aprendizaje predictivo en niños de 5-9 años de edad. Los resultados arrojaron evidencia de sumatoria (AB mayor que A y B) luego un procedimiento de entrenamiento con “sumatoria simple” (A+ B+ y test con AB; Experimento 1, n=26), pero no evidencia de sumatoria luego de un procedimiento de “preservación de la inhibición condicionada” (A+B-ABseguido por B+ y test con AB; Experimento 2; n=26). En el Experimento 3 ambos efectos se observaron simultáneamente (n=14). Estos resultados son consistentes con hallazgos en condicionamiento clásico con animales y aprendizaje predictivo con adultos. Se discuten algunas alternativas teóricas dentro de los enfoques elementalista y configuracional(AU)

Considerable research has examined the contrasting predictions of configural and elemental associative accounts of learning. One of the simplest methods to distinguish between these approaches is the summation test, in which the associative strength of a novel compound (AB) made of two separately-trained cues (A+ and B+) is examined. The configural view predicts that the strength of the compound will approximate the average strength of its components, whereas the elemental approach predicts that the strength of the compound will be greater than the strength of either component. The summation test has lead to contradictory evidence in experiments with animals as well as with human adults. The purpose of this research was to examine summation in predictive learning of 5- 9 years old children. The results provided evidence of summation (i.e., AB greater than A and B) after training with a “simple summation” procedure (A+ B+ test with AB; Experiment 1, n=26); but no summation following a “preserved conditioned inhibition” procedure (i.e., A+ B- AB- followed by B+; and test with AB; Experiment 2, n=26). In Experiment 3, both effects were simultaneously observed (n=14). These results are consistent with reported findings in both Pavlovian conditioning with animals and predictive learning with adult humans. Theoretical alternatives within the elemental and configural approaches are discussed(AU)

La influencia de los procesos controlados en el razonamiento con Teoría de la Mente (ToM) en niños con y sin discapacidad intelectual / The influence of controlled processes reasoning with Theory of Mind (ToM) in children with and without intellectual disabilities

La capacidad o mecanismo tácito de atribuir estados mentales a los otros y a uno mismo, con el objeto de anticipar, comprender y predecir la conducta, es conocida como Teoría de la Mente (ToM). Parte de la discusión se centra en comprender si este razonamiento es un proceso independiente o subordinado a los procesos ejecutivos de control consciente. En esta investigación se analiza el efecto de las funciones ejecutivas de control consciente en tareas de razonamiento con ToM, en niños con y sin discapacidad intelectual. La muestra la constituyen 30 niños con discapacidad intelectual y 20 niños sin discapacidad intelectual. Se hipotetizó que la habilidad para responderlas preguntas de control, una operacionalización de las funciones ejecutivas de control consciente, se asocia más a las tareas de segundo orden que a las de primer orden, ya que estas requieren mayor carga representacional. Los resultados obtenidos, sugieren que los procesos de control consciente no sólo se asocian a las tareas que requieren una mayor carga representacional, sino a todas las tareas que requieren razonar con estados mentales, sean ellos de primer o segundo orden.

The ability to attribute mental states to others and oneself, to anticipate, understand and predict behavior is known as Theory of Mind (ToM). Part of the current discussion focuses on understanding whether this reasoning is a separate process or subordinate to the executive process of conscious control. We analyze the effect of executive functions of conscious control on reasoning tasks with ToM, in children with and without intellectual disabilities. The sample included 30 children with intellectual disabilities and 20 children without intellectual disabilities. We hypothesize that the ability to answer the questions of control, an operational definition of the executive functions of conscious control, is most often associated with the tasks of second order to first order, because the second order task requiring increased representational capability. The results suggest that the processes of conscious control are not only associated with tasks requiring a higher representational, but to all the tasks that require reasoning with mental states, be they first or second order.

Generality of the summation effect in human causal learning.

Considerable research has examined the contrasting predictions of the elemental and configural association theories proposed by Rescorla and Wagner (1972) and Pearce (1987), respectively. One simple method to distinguish between these approaches is the summation test, in which the associative strength attributed to a novel compound of two separately trained cues is examined. Under common assumptions, the configural view predicts that the strength of the compound will approximate to the average strength of its components, whereas the elemental approach predicts that the strength of the compound will be greater than the strength of either component. Different studies have produced mixed outcomes. In studies of human causal learning, Collins and Shanks (2006) suggested that the observation of summation is encouraged by training, in which different stimuli are associated with different submaximal outcomes, and by testing, in which the alternative outcomes can be scaled. The reported experiments further pursued this reasoning. In Experiment 1, summation was more substantial when the participants were trained with outcomes identified as submaximal than when trained with simple categorical (presence/absence) outcomes. Experiments 2 and 3 demonstrated that summation can also be obtained with categorical outcomes during training, if the participants are encouraged by instruction or the character of training to rate the separately trained components with submaximal ratings. The results are interpreted in terms of apparent performance constraints in evaluations of the contrasting theoretical predictions concerning summation.

Diseño y validación de una escala de competencia comunicativa y social para niños / Design and validation of a scale of communicative and social skill for children

Se exponen los resultados del diseño y validación de la escala de competencia comunicativa y social (ECCSO) en 1673 niños chilenos entre 9 y 15 años de edad (669 de sexo masculino y 1004 de sexo femenino). El alfa de Cronbach del formato para niños, padres y profesores fue de 0.93,0.95 y 0.97 respectivamente. El análisis factorial exploratorio con el formato para niños arrojó 8 factores que explican el 30.16 por ciento de la varianza. La ECCSO logró predecir el 50 por ciento de la variabilidad de los puntajes de la Escala de Autoestima de Rosenberg. La validez convergente fue calculada para aquellos niños (n=52) que fueron evaluados simultáneamente por sus padres y profesores; encontrándose moderada convergencia entre niños y padres; divergencia entre niños y profesores; y nula convergencia entre profesores y padres. Para el puntaje total en la ECCSO las niñas obtuvieron mejores puntajes que los niños y no se observaron diferencias por curso y el efecto de interacción entre el sexo y la edad no fue significativo.

This arricie show results about design and validation of the communicative and social competence scale (ECCSO) in 1673 Chilean children, between 9 and 15 years oíd (669 male and 1004 female sex). Cronbach's alpha for children, parents and teachers formats were 0.93, 0.95 and 0.97 respectively. Exploratory Factor Analy sis (EFA) was made for children's format showing 8 factors to explain 30.16 percent of variance. The ECCSO could predict 50 percent of variability in the scores of Rosenberg's Self-Esteem Scale. The convergent validity was calculated for those children (n=52) who were assessed by parents and teachers; finding a modérate convergence between children and parents scores; divergence between children and teachers; and nuil con-vergence between teachers and parents. Girls showed a total score in ECCSO higher than boys; differences between grade, and interaction effect between age and sex were not significant.

Creators' intentions bias judgments of function independently from causal inferences.

Participants learned about novel artifacts that were created for function X, but later used for function Y. When asked to rate the extent to which X and Y were a given artifact's function, participants consistently rated X higher than Y. In Experiments 1 and 2, participants were also asked to rate artifacts' efficiency to perform X and Y. This allowed us to test if participants' preference for X was mediated by causal inferences. Experiment 1 showed that participants did not infer intentionally created artifacts performed X more efficiently than Y. Experiment 2 showed participants did not infer that only an efficient (but not an inefficient) artifact provided evidence of intentional creation. Causal inferences involving efficiency, did not account for participants' preferences. In Experiment 3, in contrast, when the creator changed her mind about an artifact's function (i.e., from X to Y), the preference for the original function tended to disappear. Creators' intentions were the basis for participants' preference. Results are discussed relative to essentialist theories.

Variables psicosociales que diferencian a padres que maltratan y no maltratan fisicamente a sus hijos en el presente y que tienen similar historia de maltrato fisico en la infancia / Psychosocial variables which differenciate adults that physically abuse their children from those that do not abuse theirs at the present time and that have similar history of having been physically abuse in their childhood

El objetivo de este trabajo fue describir y modelar las variables psicosociales que diferencian adultos con historia de maltrato físico intrafamiliar en la infancia y que maltraten a sus hijos en el presente respecto de aquellos que, teniendo la misma historia, no maltratan a sus hijos en la actualidad, es decir son resilientes a su historia de maltrato físico. El método utilizado en la investigación es un análisis secundario del estudio Instrumento para detectar potencial de maltrato físico infantil: una versión para Chile (Fondecyt 1960563). La muestra escogida estuvo constituida por 127 participantes con historia de maltrato físico, de los cuales 53 eran maltratadores y 74 no maltratadores. Se efectuó un análisis descriptivo comparativo de ambas muestras en relación a una lista de variables de riesgo, mediante la prueba de chi cuadrado y la prueba t de Student y se efectuó un modelaje con regresión logística de las variables que resultaron significativas en el análisis previo. Se encontraron diferencias significativas entre ambos grupos en las siguientes variables: adicción del encuestado, enfermedad del encuestado, abandono de su casa en la infancia o adolescencia del encuestado, historia de maltrato físico de parte de la madre del encuestado, historia de maltrato físico de parte del padre del encuestado, abandono de la pareja durante el último año, adicción de la pareja, defecto congénito de un hijo, expectativas rígidas respecto del niño y percepción de problemas en o con los niños. Mediante la regresión logística se estableció un modelo con cuatro variables que resultaron significativas (maltrato de la madre, abandono del hogar durante la infancia, presencia de enfermedad del encuestado y adicción de la pareja) que clasificó correctamente al 75 por ciento de los participantes