Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education.

This article addresses educational challenges posed by the future of work, examining "21st century skills", their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the "4Cs": creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as "labelization", suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the "International Institute for Competency Development's 21st Century Skills Framework" are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs-playfully entitled "Crea-Critical-Collab-ication"-for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.

Lateral reading and monetary incentives to spot disinformation about science.

Disinformation about science can impose enormous economic and public health burdens. A recently proposed strategy to help online users recognise false content is to follow the techniques of professional fact checkers, such as looking for information on other websites (lateral reading) and looking beyond the first results suggested by search engines (click restraint). In two preregistered online experiments (N = 5387), we simulated a social media environment and tested two interventions, one in the form of a pop-up meant to advise participants to follow such techniques, the other based on monetary incentives. We measured participants' ability to identify whether information was scientifically valid or invalid. Analysis of participants' search style reveals that both monetary incentives and pop-up increased the use of fact-checking strategies. Monetary incentives were overall effective in increasing accuracy, whereas the pop-up worked when the source of information was unknown. Pop-up and incentives, when used together, produced a cumulative effect on accuracy. We suggest that monetary incentives enhance content relevance, and could be combined with fact-checking techniques to counteract disinformation.

Cultural Evolution of Precise and Agreed-Upon Semantic Conventions in a Multiplayer Gaming App.

The amount of information conveyed by linguistic conventions depends on their precision, yet the codes that humans and other animals use to communicate are quite ambiguous: they may map several vague meanings to the same symbol. How does semantic precision evolve, and what are the constraints that limit it? We address this question using a multiplayer gaming app, where individuals communicate with one another in a scaled-up referential game. Here, the goal is for a sender to use black and white symbols to communicate colors. We expected that the players' mappings between symbols and colors would grow more specific over time, through a selection process whereby precise mappings are preferentially copied. We found that players become increasingly more precise in their use of symbols over the course of their interactions. This trend did not, however, result from selective copying of precise mappings. We explore the implications of this result for the study of lexical ambiguity, Zipf's Law of Meaning, and disagreements over semantic conventions.

Stakes of Knowing the Truth: A Motivational Perspective on the Popularity of a Controversial Scientific Theory.

The aim of this article is to provide a different perspective on people's beliefs regarding controversial scientific information. We emphasize that, although people generally aim at getting a fair representation of reality, accuracy about scientific issues only matters to the extent that individuals perceive it as useful to achieve their own goals. This has important consequences in terms of how anti-science attitudes as well as epistemically questionable beliefs must be interpreted, which has consequences for addressing misinformation. We argue that most people who endorse scientific misinformation are not truly interested in its accuracy, and rather that plausibility at face value often suffices when it is meant to be used for social purposes only. We illustrate this view with the example of hydroxychloroquine, which was considered as potential treatment for Covid-19, and which has been the subject of much media hype and public concern, particularly in France.

Protect Others to Protect Myself: A Weakness of Western Countries in the Face of Current and Future Pandemics? Psychological and Neuroscientific Perspectives.

The COVID-19 pandemic has generated a large number of publications in the medical and biological fields concerning the virus and its treatments, as well as in psychology, social sciences, and data sciences with regard to the spread of the virus. Surprisingly, far fewer neuroscientific articles have been published in this field of research and one might well ask whether the cognitive neurosciences have anything to say at all about this vital topic. In this article, we highlight a research perspective relating to differences in the individual perception of the pandemic in Western compared to Eastern countries. Although this problem is complex, multifaceted and subsumes many other social variables, we suggest that the cognitive neurosciences do have important and fundamental insights to contribute concerning the collective response observed within these populations. More precisely, we propose the hypothesis that differences in the propensity to adopt a holistic perception of contamination processes at the group level, involving brain structures that are also associated with perspective-taking and empathy such as, in particular, the medial prefrontal cortex (MPFC) and the anterior cingulate cortex (ACC), could help explain the differences in the perception of the pandemic observed between Western and Eastern countries.

From relief to surprise: Dual control of epistemic curiosity in the human brain.

Epistemic curiosity (EC) is a cornerstone of human cognition that contributes to the actualization of our cognitive potential by stimulating a myriad of information-seeking behaviors. Yet, its fundamental relationship with uncertainty remains poorly understood, which limits our ability to predict within- and between-individual variability in the willingness to acquire knowledge. Here, a two-step stochastic trivia quiz designed to induce curiosity and manipulate answer uncertainty provided behavioral and neural evidence for an integrative model of EC inspired from predictive coding. More precisely, our behavioral data indicated an inverse relationship between average surprise elicited by previous trivia items and EC levels, which depended upon hemodynamic activity in the rostrolateral prefrontal cortex from one trial to another and from one individual to another. Complementary, the relief of acute curiosity recruited the ventral striatum when knowledge delivery was unpredictable. Taken together, our results account for the temporal evolution of EC over time, as well as for the interplay of EC, prior knowledge and surprise in controlling memory gain.

Cross-linguistic patterns in the acquisition of quantifiers.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.

Show me the pragmatic contribution: a developmental investigation of contrastive inference.

An utterance such as 'Show me the large rabbit' potentially generates a contrastive inference, i.e., the article the and the adjective large allow listeners to pragmatically infer the existence of other entities having the same noun (e.g. a small rabbit). The primary way to measure children's ability to carry out this pragmatic inference has been through tasks that measure infelicity detection. We argue that such studies are not as revealing as one might assume because they force children to adopt a metalinguistic stance and they consider infelicity detection as tantamount to contrastive inference-making. To address these concerns, we develop a game-like situation in which all utterances remain felicitous. Moreover, we make a distinction between responses that are revealing of a pragmatic interpretation and responses that are revealing of a reliance on the utterance's linguistically encoded meaning (i.e., a lack of contrastive inference). Three experiments with seven-year-olds, ten-year-olds, and adults show that pragmatic interpretations do not emerge among seven-year-olds, that ten-year-olds do not show adult-like performance, and that adults are not at ceiling. We conclude that contrastive inference-making is an effortful process and that the ability to detect such gains-in-information through language increases with age.

Enhanced embodied response following ambiguous emotional processing.

It has generally been assumed that high-level cognitive and emotional processes are based on amodal conceptual information. In contrast, however, "embodied simulation" theory states that the perception of an emotional signal can trigger a simulation of the related state in the motor, somatosensory, and affective systems. To study the effect of social context on the mimicry effect predicted by the "embodied simulation" theory, we recorded the electromyographic (EMG) activity of participants when looking at emotional facial expressions. We observed an increase in embodied responses when the participants were exposed to a context involving social valence before seeing the emotional facial expressions. An examination of the dynamic EMG activity induced by two socially relevant emotional expressions (namely joy and anger) revealed enhanced EMG responses of the facial muscles associated with the related social prime (either positive or negative). These results are discussed within the general framework of embodiment theory.