Knowledge in Sight: Toddlers Plan Efficient Epistemic Actions by Anticipating Learning Gains.

Anticipating the learning consequences of actions is crucial to plan efficient information seeking. Such a capacity is needed for learners to determine which actions are most likely to result in learning. Here, we tested the early ontogeny of the human capacity to anticipate the amount of learning gained from seeing.

Learning to run the number line: the development of attentional shifts during single-digit arithmetic.

Solving single-digit subtraction and addition problems is associated with left and right shifts of attention in adults. Here, we explored the development of these spatial shifts in children from the third to fifth grade. In two experiments, children solved single-digit addition (Experiments 1 and 2), subtraction (Experiment 1), and multiplication (Experiment 2) problems in which operands and the arithmetic sign were shown sequentially.

Nonverbal rhetoric: 2- to 4-year-old children select relevant evidence when trying to influence others.

This article investigates the early emergence of reason-giving. Toddlers are sensitive to disagreements, and they can track several kinds of informational access, such as visual perception. We investigated whether young children use these skills (a) when assessing whether providing reasons is needed and (b) when selecting appropriate behaviors to support their claims.

Infants discriminate the source of social touch at stroking speeds eliciting maximal firing rates in CT-fibers.

The evaluation of interpersonal touch is heavily influenced by its source. For example, a gentle stroke from a loved one is generally more pleasant than the same tactile stimulation from a complete stranger. Our study tested the early ontogenetic roots of humans' sensitivity to the source of interpersonal touch.

Running the number line: Rapid shifts of attention in single-digit arithmetic.

It has been recently proposed that adults might solve single-digit addition and subtraction problems by rapidly moving through an ordered representation of numbers. In the present study, we tested whether these movements manifest themselves by on-line shifts of attention during arithmetic problem-solving. In two experiments, adult participants were presented with single-digit addition, subtraction and multiplication problems.