Searching for answers: expert pattern recognition and planning.

Does expertise mostly stem from pattern recognition or look-ahead search? van Opheusden et al. contribute to this important debate in cognitive psychology and artificial intelligence (AI) with a multi-method, multi-experiment study and a new model. Using a novel, relatively simple board game, they show that players increase depth of search when improving their skill.

Intuition in chess: a study with world-class players.

Intuition plays a central role in cognition in general and expertise in particular. Dreyfus and Dreyfus's (1986) and Gobet and Chassy's (2008) theories of expert intuition propose that a characteristic feature of expert intuition is the holistic understanding displayed by experts. The ideal way to test this prediction is to use highly expert participants and short presentation times.

Building a unified model of the Optional Infinitive Stage: Simulating the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder.

Verb-marking errors are a characteristic feature of the speech of typically-developing (TD) children and are particularly prevalent in the speech of children with Developmental Language Disorder (DLD). However, both the pattern of verb-marking error in TD children and the pattern of verb-marking deficit in DLD vary across languages and interact with the semantic and syntactic properties of the language being learned. In this paper, we review work using a computational model called MOSAIC.

Computational Scientific Discovery in Psychology.

Scientific discovery is a driving force for progress involving creative problem-solving processes to further our understanding of the world. The process of scientific discovery has historically been intensive and time-consuming; however, advances in computational power and algorithms have provided an efficient route to make new discoveries. Complex tools using artificial intelligence (AI) can efficiently analyze data as well as generate new hypotheses and theories.

Cognitive Training: A Field in Search of a Phenomenon.

Considerable research has been carried out in the last two decades on the putative benefits of cognitive training on cognitive function and academic achievement. Recent meta-analyses summarizing the extent empirical evidence have resolved the apparent lack of consensus in the field and led to a crystal-clear conclusion: The overall effect of far transfer is null, and there is little to no true variability between the types of cognitive training. Despite these conclusions, the field has maintained an unrealistic optimism about the cognitive and academic benefits of cognitive training, as exemplified by a recent article (Green et al.

Magnitude-sensitivity: rethinking decision-making.

Magnitude-sensitivity refers to the result that performance in decision-making, across domains and organisms, is affected by the total value of the possible alternatives. This simple result offers a window into fundamental issues in decision-making and has led to a reconsideration of ecological decision-making, prominent computational models of decision-making, and optimal decision-making. Moreover, magnitude-sensitivity has inspired the design of new robotic systems that exploit natural solutions and apply optimal decision-making policies.

The effect of hyperarticulation on speech comprehension under adverse listening conditions.

Comprehension assesses a listener's ability to construe the meaning of an acoustic signal in order to be able to answer questions about its contents, while intelligibility indicates the extent to which a listener can precisely retrieve the acoustic signal. Previous comprehension studies asking listeners for sentence-level information or narrative-level information used native listeners as participants. This is the first study to look at whether clear speech properties (e.

Cognitive and academic benefits of music training with children: A multilevel meta-analysis.

Music training has repeatedly been claimed to positively impact children's cognitive skills and academic achievement (literacy and mathematics). This claim relies on the assumption that engaging in intellectually demanding activities fosters particular domain-general cognitive skills, or even general intelligence. The present meta-analytic review (N = 6,984, k = 254, m = 54) shows that this belief is incorrect.

Working memory training in typically developing children: A multilevel meta-analysis.

Working memory (WM) training in typically developing (TD) children aims to enhance not only performance in memory tasks but also other domain-general cognitive skills, such as fluid intelligence. These benefits are then believed to positively affect academic achievement. Despite the numerous studies carried out, researchers still disagree over the real benefits of WM training.

Still no evidence that exergames improve cognitive ability: A commentary on Stanmore et al. (2017).

A recent meta-analysis (Stanmore et al. Neurosci. Biobehav.

The impact of leisure activities on older adults' cognitive function, physical function, and mental health.

Engagement in leisure activities has been claimed to be highly beneficial in the elderly. Practicing such activities is supposed to help older adults to preserve cognitive function, physical function, and mental health, and thus to contribute to successful aging. We used structural equation modeling (SEM) to analyze the impact of leisure activities on these constructs in a large sample of Japanese older adults (N = 809; age range 72-74).

How Artificial Intelligence Can Help Us Understand Human Creativity.

Recent years have been marked by important developments in artificial intelligence (AI). These developments have highlighted serious limitations in human rationality and shown that computers can be highly creative. There are also important positive outcomes for psychologists studying creativity.

Cognitive Training Does Not Enhance General Cognition.

Due to potential theoretical and societal implications, cognitive training has been one of the most influential topics in psychology and neuroscience. The assumption behind cognitive training is that one's general cognitive ability can be enhanced by practicing cognitive tasks or intellectually demanding activities. The hundreds of studies published so far have provided mixed findings and systematic reviews have reached inconsistent conclusions.

Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training.

Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children's cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children's cognitive and academic skills.

Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation.

As a result of considerable potential scientific and societal implications, the possibility of enhancing cognitive ability by training has been one of the most influential topics of cognitive psychology in the last two decades. However, substantial research into the psychology of expertise and a recent series of meta-analytic reviews have suggested that various types of cognitive training (e.g.

The Relationship between Handedness and Mathematics Is Non-linear and Is Moderated by Gender, Age, and Type of Task.

The relationship between handedness and mathematical ability is still highly controversial. While some researchers have claimed that left-handers are gifted in mathematics and strong right-handers perform the worst in mathematical tasks, others have more recently proposed that mixed-handers are the most disadvantaged group. However, the studies in the field differ with regard to the ages and the gender of the participants, and the type of mathematical ability assessed.

Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group.

It has been proposed that playing chess enables children to improve their ability in mathematics. These claims have been recently evaluated in a meta-analysis (Sala & Gobet, 2016, Educational Research Review, 18, 46-57), which indicated a significant effect in favor of the groups playing chess. However, the meta-analysis also showed that most of the reviewed studies used a poor experimental design (in particular, they lacked an active control group).

The neural correlates of theory of mind and their role during empathy and the game of chess: A functional magnetic resonance imaging study.

Chess involves the capacity to reason iteratively about potential intentional choices of an opponent and therefore involves high levels of explicit theory of mind [ToM] (i.e. ability to infer mental states of others) alongside clear, strategic rule-based decision-making.

Allen Newell's Program of Research: The Video-Game Test.

Newell (1973) argued that progress in psychology was slow because research focused on experiments trying to answer binary questions, such as serial versus parallel processing. In addition, not enough attention was paid to the strategies used by participants, and there was a lack of theories implemented as computer models offering sufficient precision for being tested rigorously. He proposed a three-headed research program: to develop computational models able to carry out the task they aimed to explain; to study one complex task in detail, such as chess; and to build computational models that can account for multiple tasks.

Working memory training in typically developing children: A meta-analysis of the available evidence.

The putative effectiveness of working memory (WM) training at enhancing cognitive and academic skills is still ardently debated. Several researchers have claimed that WM training fosters not only skills such as visuospatial WM and short-term memory (STM), but also abilities outside the domain of WM, such as fluid intelligence and mathematics. Other researchers, while acknowledging the positive effect of WM training on WM-related cognitive skills, are much more pessimistic about the ability of WM training to improve other cognitive and academic skills.

Experts' memory superiority for domain-specific random material generalizes across fields of expertise: A meta-analysis.

Experts' remarkable ability to recall meaningful domain-specific material is a classic result in cognitive psychology. Influential explanations for this ability have focused on the acquisition of high-level structures (e.g.

Becoming an expert: Ontogeny of expertise as an example of neural reuse.

In this commentary, we discuss an important pattern of results in the literature on the neural basis of expertise: (a) decrease of cerebral activation at the beginning of acquisition of expertise and (b) functional cerebral reorganization as a consequence of years of practice. We show how these two results can be integrated with the neural reuse framework.