Open Mind最新文献_第2页

The Feasibility of Remote Visual-World Eye-Tracking With Young Children. 幼儿远程视觉世界眼动追踪的可行性。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.16

Zoe Ovans, Meli René Ayala, Rhosean Asmah, Anqi Hu, Monique Montoute, Amanda Owen Van Horne, Zhenghan Qi, Giovanna Morini, Yi Ting Huang

{"title":"The Feasibility of Remote Visual-World Eye-Tracking With Young Children.","authors":"Zoe Ovans, Meli René Ayala, Rhosean Asmah, Anqi Hu, Monique Montoute, Amanda Owen Van Horne, Zhenghan Qi, Giovanna Morini, Yi Ting Huang","doi":"10.1162/opmi.a.16","DOIUrl":"10.1162/opmi.a.16","url":null,"abstract":"Visual-world eye-tracking has long been a useful tool for measuring young children's real-time interpretation of words and sentences. Recently, researchers have extended this method to virtual platforms to reduce equipment costs and recruit more diverse participants. However, there is currently limited guidance on best practices, which require individual researchers to invent their own methodologies and may prevent broader adoption. Here, we present three broad approaches for implementing nine remote visual-world eye-tracking studies, and show that this method is highly feasible for assessing fine-grained language processing across populations of varying ages, clinical statuses, and socioeconomic status backgrounds. We outline strategic methods for conducting this research effectively, including strategies for experimental design, data collection, and data analysis given the variable conditions outside of a lab setting. We adopt four criteria for evaluating success for this method: 1) Minimal subject attrition relative to in-person studies, 2) Minimal track loss relative to conventional eye-tracking, 3) Conceptual replication of previous findings, and 4) Evidence of broadening participation. These case studies provide a thorough guide to future researchers looking to conduct remote eye-tracking research with developmental populations. Ultimately, we conclude that visual-world eye-tracking using internet-based methods is feasible for research with young children and may provide a relatively inexpensive option that can reach a broader, more diverse set of participants.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"992-1019"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12373450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seeking New Information With Old Questions: Children and Adults Reuse and Recombine Concepts From Prior Questions. 用老问题寻求新信息：儿童和成人从先前的问题中重新使用和重新组合概念。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.12

Emily G Liquin, Marjorie Rhodes, Todd M Gureckis

{"title":"Seeking New Information With Old Questions: Children and Adults Reuse and Recombine Concepts From Prior Questions.","authors":"Emily G Liquin, Marjorie Rhodes, Todd M Gureckis","doi":"10.1162/opmi.a.12","DOIUrl":"10.1162/opmi.a.12","url":null,"abstract":"Question asking is a key tool for learning about the world, especially in childhood. However, formulating good questions is challenging. In any given situation, many questions are possible but only few are informative. In the present work, we investigate two ways 5- to 10-year-olds and adults simplify the challenge of formulating questions: by reusing previous questions, and by recombining components of previous questions to form new questions. In Study 1, we develop a new question asking task, verify its suitability for studying question asking in children and adults, and conduct a preliminary investigation of how children and adults reuse and recombine their own prior questions. In Study 2, we experimentally manipulate exposure to another person's questions, investigating under what conditions children and adults reuse and recombine others' questions. Our experimental results suggest that both children and adults reuse and recombine questions, and they adaptively modulate reuse depending on how informative a question will be in a particular situation. Moreover, children reuse and recombine prior questions more frequently than adults in some cases. This work shows that prior questions provide fodder for future questions, simplifying the challenge of inquiry and enabling effective learning.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"885-925"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12373455/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Is Positively and Causally Linked With Spatial Navigation Ability Across the Lifespan. 教育与一生中空间导航能力呈正相关和因果关系。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.13

Antoine Coutrot, Rogier A Kievit, Stuart J Ritchie, Ed Manley, Jan M Wiener, Christof Hölscher, Ruth C Dalton, Michael Hornberger, Hugo J Spiers

{"title":"Education Is Positively and Causally Linked With Spatial Navigation Ability Across the Lifespan.","authors":"Antoine Coutrot, Rogier A Kievit, Stuart J Ritchie, Ed Manley, Jan M Wiener, Christof Hölscher, Ruth C Dalton, Michael Hornberger, Hugo J Spiers","doi":"10.1162/opmi.a.13","DOIUrl":"10.1162/opmi.a.13","url":null,"abstract":"There is consistent evidence for a positive association between education and a wide range of cognitive abilities. In particular, spatial abilities have been shown to be strongly related to academic achievement. However, studying this association is complex as both education and spatial abilities are modulated by multivariate sociodemographic factors, likely to vary across countries. Most previous studies relied on small sample sizes or were restricted to a limited number of countries, thus were unable to control for these covariates. To overcome these limitations, we used a spatial navigation task embedded in a mobile video game. We quantified the wayfinding ability of 397,162 people across 38 countries and showed that on average, education level was positively associated with wayfinding ability. This difference was stronger in older participants and increased with task difficulty. However, the effect of education was different across countries, from near-zero and non-significant in India (Bayes' factor = 0.08, Hedge's g = -0.03, 95% CI = [-0.15, 0.08]), to modest and significant in Romania (Bayes' factor = 345.44, Hedge's g = 0.15, 95% CI = [0.08, 0.22]). We did not find any relationship between the education effect size of countries and economic indicators such as GDP per capita. Using the 1972 reform increasing the minimum school leaving age in the UK as a natural experiment, we used a regression discontinuity design to show that education has a causal effect on wayfinding ability.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"926-939"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12373451/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Successful Prediction Is Associated With Enhanced Encoding. 成功的预测与增强的编码有关。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.15

Craig Poskanzer, Hannah Tarder-Stoll, Raheema Javid, Edoardo Spolaore, Mariam Aly

{"title":"Successful Prediction Is Associated With Enhanced Encoding.","authors":"Craig Poskanzer, Hannah Tarder-Stoll, Raheema Javid, Edoardo Spolaore, Mariam Aly","doi":"10.1162/opmi.a.15","DOIUrl":"10.1162/opmi.a.15","url":null,"abstract":"Forming memories requires a focus on the external world; retrieving memories requires attention to our internal world. Computational models propose that the hippocampus resolves the tension between encoding and retrieval by alternating between states that prioritize one over the other. We asked whether the success of a retrieval state affects the success of an encoding state, when both are measured in behavior. Across 3 Experiments (N = 197), we operationalized retrieval as the use of memories to make predictions about the future, and tested whether successful (vs. unsuccessful) prediction affected the likelihood of successful encoding. Participants viewed a series of scene categories that contained structure (e.g., beaches are followed by castles), which enabled memory retrieval to guide prediction. After structure learning, they completed a simultaneous prediction and encoding task. They were shown trial-unique category exemplars and made predictions about upcoming scene categories. Finally, participants completed a surprise memory test for the trial-unique images. Accurate (vs. inaccurate) predictions were associated with better encoding, and increasing prediction distance hurt both prediction and encoding. This association between encoding and prediction could not be explained by generic on- vs. off-task states. We propose that, in addition to stimulus and endogenous factors that modulate switches between encoding and retrieval, the success of one state can facilitate a switch to the other. Thus, although encoding and prediction depend on distinct and competitive computational mechanisms, the success of one in behavior can increase the likelihood of success for the other.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"959-991"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12373456/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Accurate Predictions Facilitate Robust Memory Encoding Independently From Stimulus Probability. 准确的预测有助于独立于刺激概率的稳健记忆编码。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.14

Jiawen Huang, Eleanor Furness, Yifang Liu, Morell-Jovan Kenmoe, Ronak Elias, Hannah Tongxin Zeng, Christopher Baldassano

{"title":"Accurate Predictions Facilitate Robust Memory Encoding Independently From Stimulus Probability.","authors":"Jiawen Huang, Eleanor Furness, Yifang Liu, Morell-Jovan Kenmoe, Ronak Elias, Hannah Tongxin Zeng, Christopher Baldassano","doi":"10.1162/opmi.a.14","DOIUrl":"10.1162/opmi.a.14","url":null,"abstract":"We can use prior knowledge of temporal structure to make predictions about how an event will unfold, and this schematic knowledge has been shown to impact the way that event memories are encoded and later reconstructed. Existing paradigms for studying prediction, however, are largely unable to separate effects of prediction accuracy from effects of stimulus probability: likely outcomes are assumed to be predicted, while unlikely outcomes are assumed to cause prediction errors. Here we use a novel approach in which we can independently manipulate prediction success and stimulus probability, by using real-time eye-tracking when viewing moves in a board game. The moves can be consistent or inconsistent with a participant's predictions (assessed via fixation patterns) and can be also be likely or unlikely to be played by a strategic player. By decorrelating these two measures, we found that both probability and prediction accuracy boost memory through two separate mechanisms, leading to different eye-movement strategies at retrieval. Accurate prediction improved encoding precision, allowing participants to directly retrieve these moves without the use of schematic knowledge. Probable moves, on the other hand, led to improved memory through a retrieval-time strategy in which schematic knowledge was used to generate candidate moves for recognition. These results shed new light on the specific role of predictions in enhancing event memories, and provide a more realistic paradigm for studying schemas, learning, and decision making.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"940-958"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12373454/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are You a Closet Dualist? Evidence From Brief Implicit Association Task. 你是一个秘密的二元论者吗？来自简短内隐联想任务的证据。

Open Mind Pub Date : 2025-07-26 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.7

Iris Berent, Alexzander Sansiveri

引用次数: 0

The Expanded Natural History of Song Discography, A Global Corpus of Vocal Music. 歌曲唱片的扩展自然史，一个全球声乐语料库。

Open Mind Pub Date : 2025-07-07 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.4

Mila Bertolo, Martynas Snarskis, Thanos Kyritsis, Lidya Yurdum, Constance M Bainbridge, S Atwood, Courtney B Hilton, Anya Keomurjian, Judy S Lee, Alex Mackiel, Vanessa Mak, Mijoo Shin, Alma Bitran, Dor Shilton, Lana Delasanta, Hang Heather Do, Jenna Lang, Tenaaz Irani, Jayanthiny Kangatharan, Kevin Lafleur, Nashua Malko, Quentin D Atkinson, Manvir Singh, Samuel A Mehr

{"title":"The Expanded Natural History of Song Discography, A Global Corpus of Vocal Music.","authors":"Mila Bertolo, Martynas Snarskis, Thanos Kyritsis, Lidya Yurdum, Constance M Bainbridge, S Atwood, Courtney B Hilton, Anya Keomurjian, Judy S Lee, Alex Mackiel, Vanessa Mak, Mijoo Shin, Alma Bitran, Dor Shilton, Lana Delasanta, Hang Heather Do, Jenna Lang, Tenaaz Irani, Jayanthiny Kangatharan, Kevin Lafleur, Nashua Malko, Quentin D Atkinson, Manvir Singh, Samuel A Mehr","doi":"10.1162/opmi.a.4","DOIUrl":"10.1162/opmi.a.4","url":null,"abstract":"A comprehensive cognitive science requires broad sampling of human behavior to justify general inferences about the mind. For example, the field of psycholinguistics relies on a rich history of comparative study, with many available resources that systematically document many languages. Surprisingly, despite a longstanding interest in questions of universality and diversity, the psychology of music has few such resources. Here, we report the Expanded Natural History of Song Discography, an open-access corpus of vocal music (n = 1007 song excerpts), with accompanying metadata detailing each song's region of origin, language (of 413 languages represented here), and one of 10 behavioral contexts (e.g., work, storytelling, mourning, lullaby, dance). The corpus is designed to sample both broadly, with a large cross-section of societies and languages; and deeply, with many songs representing three well-studied language families (Atlantic-Congo, Austronesian, and Indo-European). This design facilitates direct comparison of musical and vocal features across cultures, principled approaches to sampling stimuli for experiments, and evaluation of models of the cultural evolution of song. In this paper we describe the corpus and provide two proofs of concept, demonstrating its utility. We report (1) a conceptual replication of previous findings that the acoustical forms of songs are predictive of their behavioral contexts, including in previously unstudied contexts (e.g., children's play songs); and (2) similarities in acoustic content of songs across cultures are predictable, in part, by the relatedness of those cultures.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"844-863"},"PeriodicalIF":0.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144691805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When Success Is Surprising: Children's Ability to Use Surprise to Infer Competence. 当成功是令人惊讶的：孩子们用惊讶来推断能力的能力。

Open Mind Pub Date : 2025-07-07 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.2

Mika Asaba, Yang Wu, Brandon Carrillo, Hyowon Gweon

{"title":"When Success Is Surprising: Children's Ability to Use Surprise to Infer Competence.","authors":"Mika Asaba, Yang Wu, Brandon Carrillo, Hyowon Gweon","doi":"10.1162/opmi.a.2","DOIUrl":"10.1162/opmi.a.2","url":null,"abstract":"How do we learn who is good at what? Building on the idea that humans draw rich inferences from others' emotional expressions, here we ask whether others' surprised reactions to performance outcomes can elicit inferences about competence. Across three experiments, participants were asked to choose \"who is better\" in scenarios where two students performed identically on the same task but their teacher expressed surprise to only one of them. In Experiment 1 (n = 60, adults) and Experiment 2 (n = 90, 6- to 8-year-old children), participants' responses were modulated by not only the students' performance outcomes (success or failure) but also the teacher's response to the outcomes (surprise or no surprise). Specifically, participants preferentially chose the student who did not elicit the teacher's surprise as more competent when both students succeeded, but chose the student who elicited surprise when both failed. Experiment 3a (n = 150, 4- to 8-year-olds) replicated this pattern in 6- to 8-year-olds as a group-but not in 4- to 5-year-olds-with increasing robustness with age. Finally, this pattern was significantly reduced in Experiment 3b where the teacher's surprise was directed at an irrelevant event rather than the student's performance (n = 90, 6- to 8-year-olds). Taken together, these results suggest that even non-valenced emotional reactions to performance outcomes-being surprised at someone's success or failure-can inform inferences about valenced qualities such as competence. More broadly, the current findings demonstrate that emotional expressions we observe in our daily lives can lead to nuanced yet consequential social judgments.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"825-843"},"PeriodicalIF":0.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144691806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deafness, Hearing Loss and the Development of Mental State Reasoning Skills: A Review. 耳聋、听力损失与心理状态推理能力的发展综述。

Open Mind Pub Date : 2025-06-25 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.1

Marek Meristo, Luca Surian

引用次数: 0

Sharing the World-A Social Aspect of Consciousness. 分享世界——意识的社会层面。

Open Mind Pub Date : 2025-06-25 eCollection Date: 2025-01-01 DOI: 10.1162/opmi.a.5

Chris Frith

{"title":"Sharing the World-A Social Aspect of Consciousness.","authors":"Chris Frith","doi":"10.1162/opmi.a.5","DOIUrl":"10.1162/opmi.a.5","url":null,"abstract":"Moving through our environment generates multiple changes in my sensations. But I do not experience the environment as changing. My conscious perceptual experience is of a stable environment through which I move. This perception is created by intricate neural computations that automatically take account of my movements. The stable environment that I experience is independent of my actions. As a result, I experience it as objective: a set of facts about the world that constrain my movements. Because it is objective I expect that it will also constrain the movements of others in the same way, whether these are rocks rolling down a hill or animals foraging for food. This experience of objectivity creates a shared understanding of the world that enhances our interactions with others. Our perceptual experiences, while personal, are shaped by our model of the world, and since others are modelling the same world, their models will be very similar. Interactions with others will further increase this similarity. The models create a form of common knowledge. This common knowledge is an inherent feature of our basic conscious perception, even when we're not actively reflecting on or deliberately sharing our experiences. The common knowledge created by our conscious perception of the world enables the coordination of behaviour which is a critical precursor for the evolution of cooperative behaviour.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"9 ","pages":"814-824"},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12240719/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0