#devpsych — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #devpsych, aggregated by home.social.
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Do you expect #kids to learn #math better alone, collaboratively, or competitively?
In a study of 274 1st and 2nd graders, it varied by gender (and not how I would have expected).
Boys performed better after working alone or collaboratively, but didn’t seem to benefit from competition.
On the harder tasks, girls benefitted *only* from competition.
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Do you expect #kids to learn #math better alone, collaboratively, or competitively?
In a study of 274 1st and 2nd graders, it varied by gender (and not how I would have expected).
Boys performed better after working alone or collaboratively, but didn’t seem to benefit from competition.
On the harder tasks, girls benefitted *only* from competition.
-
Do you expect #kids to learn #math better alone, collaboratively, or competitively?
In a study of 274 1st and 2nd graders, it varied by gender (and not how I would have expected).
Boys performed better after working alone or collaboratively, but didn’t seem to benefit from competition.
On the harder tasks, girls benefitted *only* from competition.
-
Do you expect #kids to learn #math better alone, collaboratively, or competitively?
In a study of 274 1st and 2nd graders, it varied by gender (and not how I would have expected).
Boys performed better after working alone or collaboratively, but didn’t seem to benefit from competition.
On the harder tasks, girls benefitted *only* from competition.
-
Do you expect #kids to learn #math better alone, collaboratively, or competitively?
In a study of 274 1st and 2nd graders, it varied by gender (and not how I would have expected).
Boys performed better after working alone or collaboratively, but didn’t seem to benefit from competition.
On the harder tasks, girls benefitted *only* from competition.
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Autistic adults weren't more likely to report lying in everyday situations than non-autistic adults (p - 0.259).
Age and theory of mind predicted fewer lies from non-autistic adults, but not autistics adults.
Lie acceptability predicted more lies in both groups.
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Autistic adults weren't more likely to report lying in everyday situations than non-autistic adults (p - 0.259).
Age and theory of mind predicted fewer lies from non-autistic adults, but not autistics adults.
Lie acceptability predicted more lies in both groups.
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Autistic adults weren't more likely to report lying in everyday situations than non-autistic adults (p - 0.259).
Age and theory of mind predicted fewer lies from non-autistic adults, but not autistics adults.
Lie acceptability predicted more lies in both groups.
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Autistic adults weren't more likely to report lying in everyday situations than non-autistic adults (p - 0.259).
Age and theory of mind predicted fewer lies from non-autistic adults, but not autistics adults.
Lie acceptability predicted more lies in both groups.
-
Autistic adults weren't more likely to report lying in everyday situations than non-autistic adults (p - 0.259).
Age and theory of mind predicted fewer lies from non-autistic adults, but not autistics adults.
Lie acceptability predicted more lies in both groups.
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Do you expect higher-quality #dialogue in small group discussions or whole class discussions?
It might depend on the metric:
- small groups fostered more invitation for peers to weigh in (d = 0.78, p < 0.001)
- whole classes generated more justifications of one's viewpoint (d = 0.69, p < 0.001)Loads more insight from Herculean corpus analyses involving over 4000 students from 5 countries: https://doi.org/10.1016/j.linged.2023.101223
#edu #teaching #argumentation #P4C #corpusLinguistics #textAsData #DevPsych
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Do you expect higher-quality #dialogue in small group discussions or whole class discussions?
It might depend on the metric:
- small groups fostered more invitation for peers to weigh in (d = 0.78, p < 0.001)
- whole classes generated more justifications of one's viewpoint (d = 0.69, p < 0.001)Loads more insight from Herculean corpus analyses involving over 4000 students from 5 countries: https://doi.org/10.1016/j.linged.2023.101223
#edu #teaching #argumentation #P4C #corpusLinguistics #textAsData #DevPsych
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Do you expect higher-quality #dialogue in small group discussions or whole class discussions?
It might depend on the metric:
- small groups fostered more invitation for peers to weigh in (d = 0.78, p < 0.001)
- whole classes generated more justifications of one's viewpoint (d = 0.69, p < 0.001)Loads more insight from Herculean corpus analyses involving over 4000 students from 5 countries: https://doi.org/10.1016/j.linged.2023.101223
#edu #teaching #argumentation #P4C #corpusLinguistics #textAsData #DevPsych
-
Do you expect higher-quality #dialogue in small group discussions or whole class discussions?
It might depend on the metric:
- small groups fostered more invitation for peers to weigh in (d = 0.78, p < 0.001)
- whole classes generated more justifications of one's viewpoint (d = 0.69, p < 0.001)Loads more insight from Herculean corpus analyses involving over 4000 students from 5 countries: https://doi.org/10.1016/j.linged.2023.101223
#edu #teaching #argumentation #P4C #corpusLinguistics #textAsData #DevPsych
-
Do you expect higher-quality #dialogue in small group discussions or whole class discussions?
It might depend on the metric:
- small groups fostered more invitation for peers to weigh in (d = 0.78, p < 0.001)
- whole classes generated more justifications of one's viewpoint (d = 0.69, p < 0.001)Loads more insight from Herculean corpus analyses involving over 4000 students from 5 countries: https://doi.org/10.1016/j.linged.2023.101223
#edu #teaching #argumentation #P4C #corpusLinguistics #textAsData #DevPsych
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Will high school students' reflection test performance predict the reasoning preferences and habits it does in adults?
Rizek and Toplak report "patterns of correlations are generally consistent with what has been reported in adult samples" in a sample of over 300 9th through 12 graders from North America:
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Will high school students' reflection test performance predict the reasoning preferences and habits it does in adults?
Rizek and Toplak report "patterns of correlations are generally consistent with what has been reported in adult samples" in a sample of over 300 9th through 12 graders from North America:
-
Will high school students' reflection test performance predict the reasoning preferences and habits it does in adults?
Rizek and Toplak report "patterns of correlations are generally consistent with what has been reported in adult samples" in a sample of over 300 9th through 12 graders from North America:
-
Will high school students' reflection test performance predict the reasoning preferences and habits it does in adults?
Rizek and Toplak report "patterns of correlations are generally consistent with what has been reported in adult samples" in a sample of over 300 9th through 12 graders from North America:
-
Will high school students' reflection test performance predict the reasoning preferences and habits it does in adults?
Rizek and Toplak report "patterns of correlations are generally consistent with what has been reported in adult samples" in a sample of over 300 9th through 12 graders from North America:
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Cool little comment paper by Michael Frank on why LLMs and other Large Pre-Trained AI models can be fruitfully studied using methods and techniques coming from developmental psychology:
https://www.nature.com/articles/s44159-023-00211-x
I've been working on a similar approach to understanding such systems, so it's great to see such ideas get their chance in the Nature spotlight!
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Cool little comment paper by Michael Frank on why LLMs and other Large Pre-Trained AI models can be fruitfully studied using methods and techniques coming from developmental psychology:
https://www.nature.com/articles/s44159-023-00211-x
I've been working on a similar approach to understanding such systems, so it's great to see such ideas get their chance in the Nature spotlight!
-
Cool little comment paper by Michael Frank on why LLMs and other Large Pre-Trained AI models can be fruitfully studied using methods and techniques coming from developmental psychology:
https://www.nature.com/articles/s44159-023-00211-x
I've been working on a similar approach to understanding such systems, so it's great to see such ideas get their chance in the Nature spotlight!
-
Cool little comment paper by Michael Frank on why LLMs and other Large Pre-Trained AI models can be fruitfully studied using methods and techniques coming from developmental psychology:
https://www.nature.com/articles/s44159-023-00211-x
I've been working on a similar approach to understanding such systems, so it's great to see such ideas get their chance in the Nature spotlight!
-
Cool little comment paper by Michael Frank on why LLMs and other Large Pre-Trained AI models can be fruitfully studied using methods and techniques coming from developmental psychology:
https://www.nature.com/articles/s44159-023-00211-x
I've been working on a similar approach to understanding such systems, so it's great to see such ideas get their chance in the Nature spotlight!
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(2/2) ...autistic people's “attention to detail” Autism Quotient subscores *strongly* predicted more reflection—significantly more than neurotypical participants' scores!
(z-scores mine)
These results of better matching help explain why scientists *sometimes* find a correlation between #autism and #reflection test performance: #attention to detail?
Find the free paper in Journal of #intelligence https://doi.org/10.3390/jintelligence11060124
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(2/2) ...autistic people's “attention to detail” Autism Quotient subscores *strongly* predicted more reflection—significantly more than neurotypical participants' scores!
(z-scores mine)
These results of better matching help explain why scientists *sometimes* find a correlation between #autism and #reflection test performance: #attention to detail?
Find the free paper in Journal of #intelligence https://doi.org/10.3390/jintelligence11060124
-
(2/2) ...autistic people's “attention to detail” Autism Quotient subscores *strongly* predicted more reflection—significantly more than neurotypical participants' scores!
(z-scores mine)
These results of better matching help explain why scientists *sometimes* find a correlation between #autism and #reflection test performance: #attention to detail?
Find the free paper in Journal of #intelligence https://doi.org/10.3390/jintelligence11060124
-
(2/2) ...autistic people's “attention to detail” Autism Quotient subscores *strongly* predicted more reflection—significantly more than neurotypical participants' scores!
(z-scores mine)
These results of better matching help explain why scientists *sometimes* find a correlation between #autism and #reflection test performance: #attention to detail?
Find the free paper in Journal of #intelligence https://doi.org/10.3390/jintelligence11060124
-
(2/2) ...autistic people's “attention to detail” Autism Quotient subscores *strongly* predicted more reflection—significantly more than neurotypical participants' scores!
(z-scores mine)
These results of better matching help explain why scientists *sometimes* find a correlation between #autism and #reflection test performance: #attention to detail?
Find the free paper in Journal of #intelligence https://doi.org/10.3390/jintelligence11060124
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Teresa McCormack closed the #SPP2023 #preconference on #memory with “The value of remembering and anticipating experiences: a developmental perspective”
It was—as Teresa put it—dangerously close to an #xPhi talk. It adapted a famous thought experiment (from Derek Parfit?) to test kids’ and adults’ intuitions about how much we care about past, present, or future versions of us.
Follow Dr. McCormack on gScholar: https://scholar.google.com/citations?user=g9T7yn8AAAAJ&hl=en&oi=ao
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Teresa McCormack closed the #SPP2023 #preconference on #memory with “The value of remembering and anticipating experiences: a developmental perspective”
It was—as Teresa put it—dangerously close to an #xPhi talk. It adapted a famous thought experiment (from Derek Parfit?) to test kids’ and adults’ intuitions about how much we care about past, present, or future versions of us.
Follow Dr. McCormack on gScholar: https://scholar.google.com/citations?user=g9T7yn8AAAAJ&hl=en&oi=ao
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Teresa McCormack closed the #SPP2023 #preconference on #memory with “The value of remembering and anticipating experiences: a developmental perspective”
It was—as Teresa put it—dangerously close to an #xPhi talk. It adapted a famous thought experiment (from Derek Parfit?) to test kids’ and adults’ intuitions about how much we care about past, present, or future versions of us.
Follow Dr. McCormack on gScholar: https://scholar.google.com/citations?user=g9T7yn8AAAAJ&hl=en&oi=ao
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Teresa McCormack closed the #SPP2023 #preconference on #memory with “The value of remembering and anticipating experiences: a developmental perspective”
It was—as Teresa put it—dangerously close to an #xPhi talk. It adapted a famous thought experiment (from Derek Parfit?) to test kids’ and adults’ intuitions about how much we care about past, present, or future versions of us.
Follow Dr. McCormack on gScholar: https://scholar.google.com/citations?user=g9T7yn8AAAAJ&hl=en&oi=ao
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Teresa McCormack closed the #SPP2023 #preconference on #memory with “The value of remembering and anticipating experiences: a developmental perspective”
It was—as Teresa put it—dangerously close to an #xPhi talk. It adapted a famous thought experiment (from Derek Parfit?) to test kids’ and adults’ intuitions about how much we care about past, present, or future versions of us.
Follow Dr. McCormack on gScholar: https://scholar.google.com/citations?user=g9T7yn8AAAAJ&hl=en&oi=ao
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Tamar Kushnir’s #SPP2023 presidential address tried to answer, “When do children become responsible for moral decisions?”
Evidence suggests people’s opinions vary by culture, as do laws, but there’s evidence that kids develop the ability to understand moral aspects of decisions (including that some decisions seem to be moral).
Find/follow Dr. Kushnir on gScholar: https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en
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Tamar Kushnir’s #SPP2023 presidential address tried to answer, “When do children become responsible for moral decisions?”
Evidence suggests people’s opinions vary by culture, as do laws, but there’s evidence that kids develop the ability to understand moral aspects of decisions (including that some decisions seem to be moral).
Find/follow Dr. Kushnir on gScholar: https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en
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Tamar Kushnir’s #SPP2023 presidential address tried to answer, “When do children become responsible for moral decisions?”
Evidence suggests people’s opinions vary by culture, as do laws, but there’s evidence that kids develop the ability to understand moral aspects of decisions (including that some decisions seem to be moral).
Find/follow Dr. Kushnir on gScholar: https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en
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Tamar Kushnir’s #SPP2023 presidential address tried to answer, “When do children become responsible for moral decisions?”
Evidence suggests people’s opinions vary by culture, as do laws, but there’s evidence that kids develop the ability to understand moral aspects of decisions (including that some decisions seem to be moral).
Find/follow Dr. Kushnir on gScholar: https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en
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Tamar Kushnir’s #SPP2023 presidential address tried to answer, “When do children become responsible for moral decisions?”
Evidence suggests people’s opinions vary by culture, as do laws, but there’s evidence that kids develop the ability to understand moral aspects of decisions (including that some decisions seem to be moral).
Find/follow Dr. Kushnir on gScholar: https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en
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“Norm Emergence from Cognitive Biases and Cultural Transmission” presented by Scott Partington
Three experiments suggest that people
- Infer impermissibility from imprudence
- that impermissibility can be retainedWhy care? Cuz we see biased pedagogy that caused this deontic inference in many developmental contexts (like teaching and parenting).
Collaborators: Rachana Kamtekar, Shaun Nichols
Scott’s on gScholar: https://scholar.google.com/citations?user=jAq0UGIAAAAJ&hl=en&oi=ao
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“Norm Emergence from Cognitive Biases and Cultural Transmission” presented by Scott Partington
Three experiments suggest that people
- Infer impermissibility from imprudence
- that impermissibility can be retainedWhy care? Cuz we see biased pedagogy that caused this deontic inference in many developmental contexts (like teaching and parenting).
Collaborators: Rachana Kamtekar, Shaun Nichols
Scott’s on gScholar: https://scholar.google.com/citations?user=jAq0UGIAAAAJ&hl=en&oi=ao
-
“Norm Emergence from Cognitive Biases and Cultural Transmission” presented by Scott Partington
Three experiments suggest that people
- Infer impermissibility from imprudence
- that impermissibility can be retainedWhy care? Cuz we see biased pedagogy that caused this deontic inference in many developmental contexts (like teaching and parenting).
Collaborators: Rachana Kamtekar, Shaun Nichols
Scott’s on gScholar: https://scholar.google.com/citations?user=jAq0UGIAAAAJ&hl=en&oi=ao
-
“Norm Emergence from Cognitive Biases and Cultural Transmission” presented by Scott Partington
Three experiments suggest that people
- Infer impermissibility from imprudence
- that impermissibility can be retainedWhy care? Cuz we see biased pedagogy that caused this deontic inference in many developmental contexts (like teaching and parenting).
Collaborators: Rachana Kamtekar, Shaun Nichols
Scott’s on gScholar: https://scholar.google.com/citations?user=jAq0UGIAAAAJ&hl=en&oi=ao
-
“Norm Emergence from Cognitive Biases and Cultural Transmission” presented by Scott Partington
Three experiments suggest that people
- Infer impermissibility from imprudence
- that impermissibility can be retainedWhy care? Cuz we see biased pedagogy that caused this deontic inference in many developmental contexts (like teaching and parenting).
Collaborators: Rachana Kamtekar, Shaun Nichols
Scott’s on gScholar: https://scholar.google.com/citations?user=jAq0UGIAAAAJ&hl=en&oi=ao
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Andrew Shtulman's “Reflecting on Possibility: Cognitive Reflection Facilitates the Development of Modal Cognition" replicated and extended finding that kinds think wrong actions are improbable, are improbable events are wrong!
Kids’ reflection test performance predicted kids possibility and permissibility judgments (above and beyond age and executive function).
Follow on gScholar to learn when article is up: https://scholar.google.com/citations?user=Cz8bTrkAAAAJ&hl=en&oi=ao
#cogSci #decisionScience #DevPsych #ethics #probability #xPhi
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Andrew Shtulman's “Reflecting on Possibility: Cognitive Reflection Facilitates the Development of Modal Cognition" replicated and extended finding that kinds think wrong actions are improbable, are improbable events are wrong!
Kids’ reflection test performance predicted kids possibility and permissibility judgments (above and beyond age and executive function).
Follow on gScholar to learn when article is up: https://scholar.google.com/citations?user=Cz8bTrkAAAAJ&hl=en&oi=ao
#cogSci #decisionScience #DevPsych #ethics #probability #xPhi
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Andrew Shtulman's “Reflecting on Possibility: Cognitive Reflection Facilitates the Development of Modal Cognition" replicated and extended finding that kinds think wrong actions are improbable, are improbable events are wrong!
Kids’ reflection test performance predicted kids possibility and permissibility judgments (above and beyond age and executive function).
Follow on gScholar to learn when article is up: https://scholar.google.com/citations?user=Cz8bTrkAAAAJ&hl=en&oi=ao
#cogSci #decisionScience #DevPsych #ethics #probability #xPhi
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Andrew Shtulman's “Reflecting on Possibility: Cognitive Reflection Facilitates the Development of Modal Cognition" replicated and extended finding that kinds think wrong actions are improbable, are improbable events are wrong!
Kids’ reflection test performance predicted kids possibility and permissibility judgments (above and beyond age and executive function).
Follow on gScholar to learn when article is up: https://scholar.google.com/citations?user=Cz8bTrkAAAAJ&hl=en&oi=ao
#cogSci #decisionScience #DevPsych #ethics #probability #xPhi
-
Andrew Shtulman's “Reflecting on Possibility: Cognitive Reflection Facilitates the Development of Modal Cognition" replicated and extended finding that kinds think wrong actions are improbable, are improbable events are wrong!
Kids’ reflection test performance predicted kids possibility and permissibility judgments (above and beyond age and executive function).
Follow on gScholar to learn when article is up: https://scholar.google.com/citations?user=Cz8bTrkAAAAJ&hl=en&oi=ao
#cogSci #decisionScience #DevPsych #ethics #probability #xPhi