From silos to synergy: Integrating approaches to investigate the role of prior knowledge and expectations on episodic memory.

Significant progress in the investigation of how prior knowledge influences episodic memory has been made using three sometimes isolated (but not mutually exclusive) approaches: strictly adult behavioral investigations, computational models, and investigations into the development of the system. Here we point out that these approaches are complementary, each approach informs and is informed by the other. Thus, a natural next step for research is to combine all three approaches to further our understanding of the role of prior knowledge in episodic memory.

Children With More Uncertainty in Their Intuitive Theories Seek Domain-Relevant Information.

How do changes in learners' knowledge influence information seeking? We showed preschoolers ( = 100) uncertain outcomes for events and let them choose which event to resolve. We found that children whose intuitive theories were at immature stages were more likely to seek information to resolve uncertainty about an outcome in the related domains, but children with more mature knowledge were not. This result was replicated in a second experiment but with the nuance that children at intermediate stages of belief development-when the causal outcome would be most ambiguous-were the most motivated to resolve the uncertainty.

Evaluating recall error in preschoolers: Category expectations influence episodic memory for color.

Despite limited memory capacity, children are exceptional learners. How might children engage in meaningful learning despite limited memory systems? Past research suggests that adults integrate category knowledge and noisy episodic traces to aid recall when episodic memory is noisy or incomplete (e.g.

Opportunities and challenges integrating resource-rational analysis with developmental perspectives.

Lieder and Griffiths present the computational framework "resource-rational analysis" to address the reverse-engineering problem in cognition. Here we discuss how developmental psychology affords a unique and critical opportunity to employ this framework, but which is overlooked in this piece. We describe how developmental change provides an avenue for ongoing work as well as inspiration for expansion of the resource-rational approach.