Expectations of Processing Ease, Informativeness, and Accuracy Guide Toddlers' Processing of Novel Communicative Cues.

Discovering the meaning of novel communicative cues is challenging and amounts to navigating an unbounded hypothesis space. Several theories posit that this problem can be simplified by relying on positive expectations about the cognitive utility of communicated information. These theories imply that learners should assume that novel communicative cues tend to have low processing costs and high cognitive benefits.

Development of an integrated indicator to assess chemical contamination in different marine species: The case of mercury on the French Atlantic continental shelf.

Good Environmental Status (GES) for Descriptor 8 (D8) of the Marine Strategy Framework Directive (MSFD) is considered to be achieved when concentrations of contaminants are at levels not giving rise to pollution effects. This study proposes a framework to assess GES in marine waters adjacent to France, including four groups of species (bivalves, fish, birds and mammals) living on the continental shelf and covering different dimensions of the marine environment. This framework is applied to mercury (Hg) in the three marine regions along the French Atlantic coast and includes two assessment types: i) an absolute assessment by comparing contamination levels with environmental thresholds, and ii) a relative assessment by comparing contamination levels over time, performed for bivalves and mammals that had long time-series available.

Abstract representations of small sets in newborns.

From the very first days of life, newborns are not tied to represent narrow, modality- and object-specific aspects of their environment. Rather, they sometimes react to abstract properties shared by stimuli of very different nature, such as approximate numerosity or magnitude. As of now, however, there is no evidence that newborns possess abstract representations that apply to small sets: in particular, while newborns can match large approximate numerosities across senses, this ability does not extend to small numerosities.

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.

How do we interpret questions? Simplified representations of knowledge guide humans' interpretation of information requests.

This paper investigates the cognitive mechanisms supporting humans' interpretation of requests for information. Learners can only search for a piece of information if they know that they are ignorant about it. Thus, in principle, the interpretation of requests for information could be guided by representations of Socratic ignorance (tracking what people know that they do not know).

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.

Listeners Exploit Syntactic Structure On-Line to Restrict Their Lexical Search to a Subclass of Verbs.

Many experiments have shown that listeners actively build expectations about up-coming words, rather than simply waiting for information to accumulate. The online construction of a syntactic structure is one of the cues that listeners may use to construct strong expectations about the possible words they will be exposed to. For example, speakers of verb-final languages use pre-verbal arguments to predict on-line the kind of arguments that are likely to occur next (e.