Wiley Interdisciplinary Reviews-Cognitive Science最新文献

In this review, I provide a pessimistic assessment of the indirect measurement of attitudes by highlighting the persisting anomalies in the science of implicit attitudes, focusing on their validity, reliability, predictive power, and causal efficiency, and I draw some conclusions concerning the validity of the implicit bias construct. This article is categorized under: Psychology > Reasoning and Decision Making.

Suicide may be viewed as an unfortunate outcome of failures in decision processes. Such failures occur when the demands of a crisis exceed a person's capacity to (i) search for options, (ii) learn and simulate possible futures, and (iii) make advantageous value-based choices. Can individual-level decision deficits and biases drive the progression of the suicidal crisis? Our overview of the evidence on this question is informed by clinical theory and grounded in reinforcement learning and behavioral economics. Cohort and case-control studies provide strong evidence that limited cognitive capacity and particularly impaired cognitive control are associated with suicidal behavior, imposing cognitive constraints on decision-making. We conceptualize suicidal ideation as an element of impoverished consideration sets resulting from a search for solutions under cognitive constraints and mood-congruent Pavlovian influences, a view supported by mostly indirect evidence. More compelling is the evidence of impaired learning in people with a history of suicidal behavior. We speculate that an inability to simulate alternative futures using one's model of the world may undermine alternative solutions in a suicidal crisis. The hypothesis supported by the strongest evidence is that the selection of suicide over alternatives is facilitated by a choice process undermined by randomness. Case-control studies using gambling tasks, armed bandits, and delay discounting support this claim. Future experimental studies will need to uncover real-time dynamics of choice processes in suicidal people. In summary, the decision process framework sheds light on neurocognitive mechanisms that facilitate the progression of the suicidal crisis. This article is categorized under: Economics > Individual Decision-Making Psychology > Emotion and Motivation Psychology > Learning Neuroscience > Behavior.

Speech prosody, the melodic and rhythmic properties of a language, plays a critical role in our everyday communication. Researchers have identified unique patterns of prosody that segment words and phrases, highlight focal elements in a sentence, and convey holistic meanings and speech acts that interact with the information shared in context. The mapping between the sound and meaning represented in prosody is suggested to be probabilistic-the same physical instance of sounds can support multiple meanings across talkers and contexts while the same meaning can be encoded in physically distinct sound patterns (e.g., pitch movements). The current overview presents an analysis framework for probing the nature of this probabilistic relationship. Illustrated by examples from the literature and a dataset of German focus marking, we discuss the production variability within and across talkers and consider challenges that this variability imposes on the comprehension system. A better understanding of these challenges, we argue, will illuminate how the human perceptual, cognitive, and computational mechanisms may navigate the variability to arrive at a coherent understanding of speech prosody. The current paper is intended to be an introduction for those who are interested in thinking probabilistically about the sound-meaning mapping in prosody. Open questions for future research are discussed with proposals for examining prosodic production and comprehension within a comprehensive, mathematically-motivated framework of probabilistic inference under uncertainty. This article is categorized under: Linguistics > Language in Mind and Brain Psychology > Language.

Everyday dietary decisions have important short-term and long-term consequences for health and well-being. How do we decide what to eat, and what physiological and neurobiological systems are involved in those decisions? Here, we integrate findings from thus-far separate literatures: (a) the cognitive neuroscience of dietary decision-making, and (b) growing evidence of gut-brain interactions and especially influences of the gut microbiome on diet and health outcomes. We review findings that suggest that dietary decisions and food consumption influence nutrient sensing, homeostatic signaling in the gut, and the composition of the gut microbiome. In turn, the microbiome can influence host health and behavior. Through reward signaling pathways, the microbiome could potentially affect food and drink decisions. Such bidirectional links between gut microbiome and the brain systems underlying dietary decision-making may lead to self-reinforcing feedback loops that determine long-term dietary patterns, body mass, and health outcomes. This article is categorized under: Economics > Individual Decision-Making Psychology > Brain Function and Dysfunction Psychology > Reasoning and Decision Making.

This article discusses insights from computational models and social neuroscience into motivations, precursors, and mechanisms of altruistic decision-making and other-regard. We introduce theoretical and methodological tools for researchers who wish to adopt a multilevel, computational approach to study behaviors that promote others' welfare. Using examples from recent studies, we outline multiple mental and neural processes relevant to altruism. To this end, we integrate evidence from neuroimaging, psychology, economics, and formalized mathematical models. We introduce basic mechanisms-pertinent to a broad range of value-based decisions-and social emotions and cognitions commonly recruited when our decisions involve other people. Regarding the latter, we discuss how decomposing distinct facets of social processes can advance altruistic models and the development of novel, targeted interventions. We propose that an accelerated synthesis of computational approaches and social neuroscience represents a critical step towards a more comprehensive understanding of altruistic decision-making. We discuss the utility of this approach to study lifespan differences in social preference in late adulthood, a crucial future direction in aging global populations. Finally, we review potential pitfalls and recommendations for researchers interested in applying a computational approach to their research. This article is categorized under: Economics > Interactive Decision-Making Psychology > Emotion and Motivation Neuroscience > Cognition Economics > Individual Decision-Making.

False and misleading information is readily accessible in people's environments, oftentimes reaching people repeatedly. This repeated exposure can significantly affect people's beliefs about the world, as has been noted by scholars in political science, communication, and cognitive, developmental, and social psychology. In particular, repetition increases belief in false information, even when the misinformation contradicts prior knowledge. We review work across these disciplines, identifying factors that may heighten, diminish, or have no impact on these adverse effects of repetition on belief. Specifically, we organize our discussion around variations in what information is repeated, to whom the information is repeated, how people interact with this repetition, and how people's beliefs are measured. A key cross-disciplinary theme is that the most influential factor is how carefully or critically people process the false information. However, several open questions remain when comparing findings across different fields and approaches. We conclude by noting a need for more interdisciplinary work to help resolve these questions, as well as a need for more work in naturalistic settings so that we can better understand and combat the effects of repeated circulation of false and misleading information in society. This article is categorized under: Psychology > Memory Psychology > Reasoning and Decision Making.

The lion's share of research on secrecy focuses on how deciding to keep or share a secret impacts a secret-keeper's well-being. However, secrets always involve more than one person: the secret-keeper and those from whom the secret is kept or shared with. Although secrets are inherently social, their consequences for people's reputations and social relationships have been relatively ignored. Secrets serve a variety of social functions, including (1) changing or maintaining one's reputation, (2) conveying social utility, and (3) establishing friendship. For example, if Beth has a secret about a past misdemeanor, she might not tell any of her friends in order to maintain her reputation as an outstanding citizen. If Beth does share this secret with her friend Amy, Amy could interpret this as a sign of trust and think that their friendship is special. However, Amy could also choose to share Beth's secret with the rest of the friend group to show that she is a useful member with access to valuable information about others. Attention to these social functions of secrets emerges from a young age, and secrets play a prominent role in human relationships throughout the lifespan. After providing an overview of what is currently known about the relational consequences of secrecy in childhood and adulthood, we discuss how social and developmental psychologists could work together to broaden our understanding of the sociality of secrets. Future steps include incorporating more dyadic and social network analyses into research on secrets and looking at similar questions across ages. This article is categorized under: Psychology > Reasoning and Decision Making.

When we commit transgressions, we need to be forgiven to restore our friendships and social standing. Two main ways we can elicit forgiveness is through asking for forgiveness after committing a transgression (i.e., retrospective elicitors) or before committing a transgression (i.e., prospective elicitors). Research on retrospective elicitors with adults and children indicates that apologizing or showing remorse elicits forgiveness from both victims and bystanders, and sheds light on the nuances of such elicitors and their functions. Far less is known about how adults and children respond to prospective elicitors of forgiveness, such as disclaimers (statements that prepare the listener for a transgression or a failure of character or performance, e.g., "I don't mean to be rude but…"), and how the functions and effectiveness of prospective elicitors compare to those of retrospective elicitors. Furthermore, much less is known about the additive effects of using both retrospective and prospective elicitors of forgiveness. A better understanding of how and when forgiveness is elicited in childhood and through adulthood promises to shed light on human sociality and cooperativeness. This article is categorized under: Cognitive Biology > Social Development Psychology > Emotion and Motivation Cognitive Biology > Cognitive Development.

This article reviews research on when acoustic-phonetic variability facilitates, inhibits, or does not impact perceptual development for spoken language, to illuminate mechanisms by which variability aids learning of language sound patterns. We first summarize structures and sources of variability. We next present proposed mechanisms to account for how and why variability impacts learning. Finally, we review effects of variability in the domains of speech-sound category and pattern learning; word-form recognition and word learning; and accent processing. Variability can be helpful, harmful, or neutral depending on the learner's age and learning objective. Irrelevant variability can facilitate children's learning, particularly for early learning of words and phonotactic rules. For speech-sound change detection and word-form recognition, children seem either unaffected or impaired by irrelevant variability. At the same time, inclusion of variability in training can aid generalization. Variability between accents may slow learning-but with the longer-term benefits of improved comprehension of multiple accents. By highlighting accent as a form of acoustic-phonetic variability and considering impacts of dialect prestige on children's learning, we hope to contribute to a better understanding of how exposure to multiple accents impacts language development and may have implications for literacy development. This article is categorized under: Linguistics > Language Acquisition Psychology > Language Psychology > Perception and Psychophysics.

Pointing by great apes poses a significant challenge to contemporary theories about the evolutionary and developmental foundations of cognitive development, because pointing has long been viewed by theoreticians as an evolved, human-unique developmental stepping-stone to linguistic reference. Although reports of pointing by great apes have existed in the scientific literature for over a century, only in recent decades has it become clear that ape pointing is definitely an intentionally communicative signal, by the same criteria we adjudge human pointing to be intentionally communicative. Theoretical responses to this changed empirical landscape have generally taken the approach of asserting, without any direct evidence (indeed, in the absence of any possibility of direct evidence), that pointing by humans is psychologically distinct from and more cognitively complex than the pointing of apes. It is commonplace in the contemporary literature to appeal to imaginary, species-unique causal factors to account for human pointing, rendering a large body of contemporary theoretical work untestable with scientific methods: scientific arguments require the public availability of core theoretical entities. In this paper, I will analyze the circumstances of pointing by apes and humans and develop an alternative theoretical model of pointing that does not rely upon non-physical constructs. According to the view espoused, here, pointing develops as a solution to a particular kind of developmental problem, characterized by (a) a developing capacity for tool use, (b) barriers to direct action, and (c) a history of caregiver responsiveness. Pointing by both apes and humans is explicable without invoking imaginary, mental causes. This article is categorized under: Cognitive Biology > Evolutionary Roots of Cognition Cognitive Biology > Cognitive Development Psychology > Comparative Psychology.