The importance of inference in relational reasoning: Relational matching as a case study.

Nonhuman animals and preschoolers struggle with Relational-Match-to-Sample (RMTS), a classic test of the capacity for second-order relational, analogical, and reasoning. These failures are often explained by limitations in representational or computational capacities. Drawing on recent evidence for robust spontaneous RMTS success (i.

You cannot find what you are not looking for: Population differences in relational reasoning are sometimes differences in inductive biases alone.

Relational reasoning is a cornerstone of human cognition. Extensive work, drawing on the Relational Match to Sample paradigm (RMTS), has established that humans, at least above the age of five, are much more proficient relational reasoners than younger children or non-human animals. While sometimes differences between populations derive from differences in capacity (the capacity to create representations in a certain format or of a certain complexity, information processing capacity), other times such differences derive from different learning histories alone.

Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution.

Intelligent behavior is shaped by the abilities to store and manipulate information in visual working memory. Although humans and various non-human animals demonstrate similar storage capacities, the evolution of manipulation ability remains relatively unspecified. To what extent are manipulation limits unique to humans versus shared across species? Here, we compare behavioral signatures of manipulation ability demonstrated by human adults and 6-to-8-year-old children with that of an animal separated from humans by over 300 million years of evolution: a Grey parrot (Psittacus erithacus).

The Acquisition of Modal Concepts.

Sometimes we accept propositions, sometimes we reject them, and sometimes we take propositions to be worth considering but not yet established, as merely possible. The result is a complex representation with logical structure. Is the ability to mark propositions as merely possible part of our innate representational toolbox or does it await development, perhaps relying on language acquisition? Several lines of inquiry show that preverbal infants manage possibilities in complex ways, while others find that preschoolers manage possibilities poorly.

Impaired learning from errors in cannabis users: Dorsal anterior cingulate cortex and hippocampus hypoactivity.

Background: The chronic use of cannabis has been associated with error processing dysfunction, in particular, hypoactivity in the dorsal anterior cingulate cortex (dACC) during the processing of cognitive errors. Given the role of such activity in influencing post-error adaptive behaviour, we hypothesised that chronic cannabis users would have significantly poorer learning from errors.

Methods: Fifteen chronic cannabis users (four females, mean age=22.

First-person action experience reveals sensitivity to action efficiency in prereaching infants.

Do infants learn to interpret others' actions through their own experience producing goal-directed action, or does some knowledge of others' actions precede first-person experience? Several studies report that motor experience enhances action understanding, but the nature of this effect is not well understood. The present research investigates what is learned during early motoric production, and it tests whether knowledge of goal-directed actions, including an assumption that actors maximize efficiency given environmental constraints, exists before experience producing such actions. Three-month-old infants (who cannot yet effectively reach for and grasp objects) were given novel experience retrieving objects that rested on a surface with no barriers.

Number without a language model.

Cross-cultural studies suggest that access to a conventional language containing words that can be used for counting is essential to develop representations of large exact numbers. However, cultures that lack a conventional counting system typically differ from cultures that have such systems, not only in language but also in many other ways. As a result, it is difficult to isolate the effects of language on the development of number representations.