Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development.

BACKGROUND: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. OBJECTIVE: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. METHOD: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. RESULTS: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. CONCLUSION: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.

The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds.

Using spatial cues such as shape, orientation, and pattern aids visuospatial working memory because it allows strategies that reduce the load on this cognitive resource. One such strategy, namely taking advantage of patterned spatial distributions, remains understudied to date. This strategy demands keeping track of already-searched locations and excluding them from further search and so correlates with visuospatial working memory. The use of such strategies should, in principle, develop in early childhood, but because most studies focus on chunking, the development of other strategies reducing the load on working memory is understudied in young children. Therefore, in this study we tested whether children aged 2 to 4.5 years (N = 97) could take advantage of spatial cues in their search and whether this ability correlated with their age, verbal ability, and visuospatial working memory. The results showed that the ability to use a patterned spatial distribution (searching a row of locations from one side to the other instead of a random search) significantly improved with visuospatial working memory but not with age or verbal ability. These results suggest that visuospatial abilities may rapidly develop from 2 to 4.5 years of age, and given their impact on later mathematic achievement, demand increased attention in cognitive developmental research and early childhood education.

The Development of Flexible Problem Solving: An Integrative Approach.

Flexible problem solving, the ability to deal with currently goal-irrelevant information that may have been goal-relevant in previous, similar situations, plays a prominent role in cognitive development and has been repeatedly investigated in developmental research. However, this research, spanning from infancy to the school years, lacks a unifying framework, obscuring the developmental timing of flexible problem solving. Therefore, in this review paper, previous findings are gathered, organized, and integrated under a common framework to unveil how and when flexible problem solving develops. It is showed that the development of flexible problem solving coincides with increases in executive functions, that is, inhibition, working memory and task switching. The analysis of previous findings shows that dealing with goal-irrelevant, non-salient information received far more attention than generalizing in the presence of goal-irrelevant, salient information. The developmental timing of the latter can only be inferred from few transfer studies, as well as executive functions, planning and theory of mind research, to highlight gaps in knowledge and sketch out future research directions. Understanding how transfer in the presence of seemingly relevant but truly irrelevant information develops has implications for well-balanced participation in information societies, early and lifespan education, and investigating the evolutionary trajectory of flexible problem solving.

Corrigendum: Aiding Reflective Navigation in a Dynamic Information Landscape: A Challenge for Educational Psychology.

[This corrects the article DOI: 10.3389/fpsyg.2022.881539.].

Aiding Reflective Navigation in a Dynamic Information Landscape: A Challenge for Educational Psychology.

Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies because, in principle, it supports well-informed decision-making on individual, local, and global matters. In practice, however, without appropriate readiness for navigation in a dynamic information landscape, such access to information can become a threat to public health, safety, and economy, as the COVID-19 pandemic has shown. In the past, this readiness was often conceptualized in terms of adequate literacy levels, but the contemporarily observed highest-ever literacy levels have not immunized our societies against the risks of misinformation. Therefore, in this Perspective, we argue that democratization of access to information endows citizens with new responsibilities, and second, these responsibilities demand readiness that cannot be reduced to mere literacy levels. In fact, this readiness builds on individual adequate literacy skills, but also requires rational thinking and awareness of own information processing. We gather evidence from developmental, educational, and cognitive psychology to show how these aspects of readiness could be improved through education interventions, and how they may be related to healthy work-home balance and self-efficacy. All these components of education are critical to responsible global citizenship and will determine the future direction of our societies.

Goffin's Cockatoos (Cacatua goffiniana) Can Solve a Novel Problem After Conflicting Past Experiences.

Novel problems often partially overlap with familiar ones. Some features match the qualities of previous situations stored in long-term memory and therefore trigger their retrieval. Using relevant, while inhibiting irrelevant, memories to solve novel problems is a hallmark of behavioral flexibility in humans and has recently been demonstrated in great apes. This capacity has been proposed to promote technical innovativeness and thus warrants investigations of such a mechanism in other innovative species. Here, we show that proficient tool-users among Goffin's cockatoos-an innovative tool-using species-could use a relevant previous experience to solve a novel, partially overlapping problem, even despite a conflicting, potentially misleading, experience. This suggests that selecting relevant experiences over irrelevant experiences guides problem solving at least in some Goffin's cockatoos. Our result supports the hypothesis that flexible memory functions may promote technical innovations.

Flexibility in Problem Solving: Analogical Transfer of Tool Use in Toddlers Is Immune to Delay.

Solving problems that are perceptually dissimilar but require similar solutions is a key skill in everyday life. In adults, this ability, termed analogical transfer, draws on memories of relevant past experiences that partially overlap with the present task at hand. Thanks to this support from long-term memory, analogical transfer allows remarkable behavioral flexibility beyond immediate situations. However, little is known about the interaction between long-term memory and analogical transfer in development as, to date, they have been studied separately. Here, for the first time, effects of age and memory on analogical transfer were investigated in 2-4.5-olds in a simple tool-use setup. Children attempted to solve a puzzle box after training the correct solution on a different looking box, either right before the test or 24 h earlier. We found that children (N = 105) could transfer the solution regardless of the delay and a perceptual conflict introduced in the tool set. For children who failed to transfer (N = 54) and repeated the test without a perceptual conflict, the odds of success did not improve. Our findings suggest that training promoted the detection of functional similarities between boxes and, thereby, flexible transfer both in the short and the long term.

Great apes selectively retrieve relevant memories to guide action.

Memory allows us to draw on past experiences to inform behaviour in the present. However, memories rarely match the situation at hand exactly, and new situations regularly trigger multiple related memories where only some are relevant to act upon. The flexibility of human memory systems is largely attributed to the ability to disregard irrelevant, but salient, memories in favour of relevant ones. This is considered an expression of an executive function responsible for suppressing irrelevant memories, associated with the prefrontal cortex. It is unclear to what extent animals have access to this ability. Here, we demonstrate, in a series of tool-use tasks designed to evoke conflicting memories, that chimpanzees and an orangutan suffer from this conflict but overcome it in favour of a more relevant memory. Such mnemonic flexibility is among the most advanced expressions of executive function shown in animals to date and might explain several behaviours related to tool-use, innovation, planning and more.

Cats Parallel Great Apes and Corvids in Motor Self-Regulation - Not Brain but Material Size Matters.

The inhibition of unproductive motor movements is regarded as a fundamental cognitive mechanism. Recently it has been shown that species with large absolute brain size or high numbers of pallial neurons, like great apes and corvids, show the highest performance on a task purportedly measuring this mechanism: the cylinder task. In this task the subject must detour a perpendicularly oriented transparent cylinder to reach a reward through a side opening, instead of directly reaching for it and bumping into the front, which is regarded as an inhibitory failure. Here we test domestic cats, for the first time, and show that they can reach the same levels as great apes and corvids on this task, despite having much smaller brains. We tested subjects with apparatuses that varied in size (cylinder length and diameter) and material (glass or plastic), and found that subjects performed best on the large cylinders. As numbers of successes decreased significantly when the cylinders were smaller, we conducted additionally two experiments to discern which properties (length of the transparent surface, goal distance from the surface, size of the side opening) affects performance. We conclude that sensorimotor requirements, which differ between species, may have large impact on the results in such seemingly simple and apparently comparable tests. However, we also conclude that cats have comparably high levels of motor self-regulation, despite the differences between tests.

The detour paradigm in animal cognition.

In this paper, we review one of the oldest paradigms used in animal cognition: the detour paradigm. The paradigm presents the subject with a situation where a direct route to the goal is blocked and a detour must be made to reach it. Often being an ecologically valid and a versatile tool, the detour paradigm has been used to study diverse cognitive skills like insight, social learning, inhibitory control and route planning. Due to the relative ease of administrating detour tasks, the paradigm has lately been used in large-scale comparative studies in order to investigate the evolution of inhibitory control. Here we review the detour paradigm and some of its cognitive requirements, we identify various ecological and contextual factors that might affect detour performance, we also discuss developmental and neurological underpinnings of detour behaviors, and we suggest some methodological approaches to make species comparisons more robust.

Affective forecasting in an orangutan: predicting the hedonic outcome of novel juice mixes.

Affective forecasting is an ability that allows the prediction of the hedonic outcome of never-before experienced situations, by mentally recombining elements of prior experiences into possible scenarios, and pre-experiencing what these might feel like. It has been hypothesised that this ability is uniquely human. For example, given prior experience with the ingredients, but in the absence of direct experience with the mixture, only humans are said to be able to predict that lemonade tastes better with sugar than without it. Non-human animals, on the other hand, are claimed to be confined to predicting-exclusively and inflexibly-the outcome of previously experienced situations. Relying on gustatory stimuli, we devised a non-verbal method for assessing affective forecasting and tested comparatively one Sumatran orangutan and ten human participants. Administered as binary choices, the test required the participants to mentally construct novel juice blends from familiar ingredients and to make hedonic predictions concerning the ensuing mixes. The orangutan's performance was within the range of that shown by the humans. Both species made consistent choices that reflected independently measured taste preferences for the stimuli. Statistical models fitted to the data confirmed the predictive accuracy of such a relationship. The orangutan, just like humans, thus seems to have been able to make hedonic predictions concerning never-before experienced events.