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Choice confidence represents the degree of belief that one's actions are likely to be correct or rewarding and plays a critical role in optimizing our decisions. Despite progress in understanding the neurobiology of human perceptual decision-making, little is known about the representation of confidence. Importantly, it remains unclear whether confidence forms an integral part of the decision process itself or represents a purely post-decisional signal. To address this issue we employed a paradigm whereby on some trials, prior to indicating their decision, participants could opt-out of the task for a small but certain reward. This manipulation captured participants' confidence on individual trials and allowed us to discriminate between electroencephalographic signals associated with certain-vs.-uncertain trials. Discrimination increased gradually and peaked well before participants indicated their choice. These signals exhibited a temporal profile consistent with a process of evidence accumulation, culminating at time of peak discrimination. Moreover, trial-by-trial fluctuations in the accumulation rate of nominally identical stimuli were predictive of participants' likelihood to opt-out of the task, suggesting that confidence emerges from the decision process itself and is computed continuously as the process unfolds. Correspondingly, source reconstruction placed these signals in regions previously implicated in decision making, within the prefrontal and parietal cortices. Crucially, control analyses ensured that these results could not be explained by stimulus difficulty, lapses in attention or decision accuracy. •Choice confidence emerges as early as the decision process itself.•Choice confidence is reflected in the accumulation rate of decision evidence.•Source generators for choice confidence in lateral prefrontal and parietal cortices.•Metacognitive appraisal could depend on early signatures of confidence.

For decades, research on metacomprehension has demonstrated that many learners struggle to accurately discriminate their comprehension of texts. However, while reviews of experimental studies on relative metacomprehension accuracy have found average intra-individual correlations between predictions and performance of around .27 for adult readers, in some contexts even lower near-zero accuracy levels have been reported. One possible explanation for those strikingly low levels of accuracy is the high conceptual overlap between topics of the texts. To test this hypothesis, in the present work participants were randomly assigned to read one of two text sets that differed in their degree of conceptual overlap. Participants judged their understanding and completed an inference test for each topic. Across two studies, mean relative accuracy was found to match typical baseline levels for the low-overlap text sets and was significantly lower for the high-overlap text sets. Results suggest text similarity is an important factor impacting comprehension monitoring accuracy that may have contributed to the variable and sometimes inconsistent results reported in the metacomprehension literature.

The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5- to 7-year-olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum.

While several phylogenetically diverse species have proved capable of learning abstract concepts, previous attempts to teach fish have been unsuccessful. In this report, the ability of archerfish (Toxotes chatareus) to learn the concepts of sameness and difference using a simultaneous two-item discrimination task was tested. Six archerfish were trained to either select a pair of same or different stimuli which were presented simultaneously. Training consisted of a 2-phase approach. Training phase 1: the symbols in the same and different pair did not change, thereby allowing the fish to solve the test through direct association. The fish were trained consecutively with four different sets of stimuli to familiarize them with the general procedure before moving on to the next training phase. Training phase 2: six different symbols were used to form the same or different pairs. After acquisition, same/different concept learning was tested by presenting fish with six novel stimuli (transfer test). Five fish successfully completed the first training phase. Only one individual passed the second training phase, however, transfer performance was consistent with chance. This individual was given further training using 60 training exemplars but the individual was unable to reach the training criterion. We hypothesize that archerfish are able to solve a limited version of the same/different test by learning the response to each possible stimulus configuration or by developing a series of relatively simple choice contingencies. We conclude that the simultaneous two-item discrimination task we describe cannot be successfully used to test the concepts of same and different in archerfish. In addition, despite considerable effort training archerfish using several tests and training methods, there is still no evidence that fish can learn an abstract concept-based test.

Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia ( Dyslexia Basics , International Dyslexia Association; IDA, 2018). A sample of preservice teachers ( n  = 97) was randomly assigned to either the Dyslexia Basics text ( n  = 48) or the refutation text ( n  = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text ( n  = 97), η 2  = 0.33. Effects were maintained at a delayed posttest ( n  = 75), η 2  = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.

Two experiments evaluated the effects of the simple‐to‐complex and simultaneous training protocols on the formation of academically relevant equivalence classes. The simple‐to‐complex protocol intersperses derived relations probes with training baseline relations. The simultaneous protocol conducts all training trials and test trials in separate portions of the protocol. In Experiments 1 and 2, participants formed 4 3‐ and 4‐member neuroanatomy classes, respectively. When trained with the simple‐to‐complex protocol, 100% of participants immediately formed the 3‐ or 4‐member classes. When trained with the simultaneous protocol, the 3‐ and 4‐member classes were formed immediately by 75% and 42% of participants, respectively. Thus, the immediate emergence of equivalence classes was an interactive function of training protocol and class size. The remaining participants eventually formed classes after a few cycles of retraining. The incorporation of these training and testing parameters could optimize the use of equivalence‐based instruction for teaching college‐level course content.

Because it employs an emergent‐learning framework, equivalence‐based instruction (EBI) is said to be highly efficient, but its presumed benefits must be compared quantitatively with alternative techniques. In a randomized controlled trial, 61 college students attempted to learn 32 pairs of proprietary and generic drug names using computer‐based match‐to‐sample presentations of auditory and written drug names. Students who received EBI experienced pairings based on stimulus equivalence theory, and they mastered the material quickly. Control‐group students practiced relations drawn at random from those that the EBI group learned via training or emergence. Students in the criterion‐control group required many more trials to achieve the same accuracy as the EBI group. By way of a yoking procedure, students in the trial‐control group received the same number of trials as the EBI students but achieved poorer accuracy and little mastery. Thus, EBI was more efficient and effective than unstructured presentation.

This study investigated the effects of hierarchical cognitive training using the categorization program (CP), designed initially for adults with cognitive deficits associated with traumatic brain injury (TBI). Fifty-eight participants were included: a group of fifteen young adults with TBI (ages 18-48), another group of fifteen noninjured young adults (ages 18-50), and two groups of adults over 60 randomly assigned into the experimental group (n=14) or the control group (n=14). Following neuropsychological testing, the two young adult groups and the experimental older adult group received the CP training for 10-12 weeks. The CP training consisted of 8 levels targeting concept formation, object categorization, and decision-making abilities. Two CP tests (administered before and after the training) and three probe tasks (administered at specified intervals during the training) assessed skills relating to categorization. All treated groups showed significant improvement in their categorization performance, although younger participants (with or without TBI) demonstrated greater gains. Gains on the categorization measures were maintained by a subgroup of older adults up to four months posttraining. Implications of these findings in terms of adult cognitive learning and directions for future research on adult cognitive rehabilitation and cognitive stimulation programs are discussed.

Executive function mechanisms underpinning language-related effects on theory of mind understanding were examined in a sample of 165 preschoolers. Verbal labels were manipulated to identify relevant perspectives on an explicit false belief task. In Experiment 1 with 4-year-olds (N = 74), false belief reasoning was superior in the fully and protagonist-perspective labeled conditions compared to the child-perspective and nondescript labeling conditions. In Experiment 2 with 3-year-olds (N = 53), labeling the nondominant belief only biased attentional inertia. In Experiment 3 testing generalization in 4-year-olds (N = 38), labeling manipulations translated to improved performance on a second label-free explicit false belief task. These outcomes fit a cognitive flexibility account whereby age changes in the effects of labeling turn on formulating sophisticated conceptual representations.

The nature of the representational code underlying conceptual knowledge remains a major unsolved problem in cognitive neuroscience. We assessed the extent to which different representational systems contribute to the instantiation of lexical concepts in high-level, heteromodal cortical areas previously associated with semantic cognition. We found that lexical semantic information can be reliably decoded from a wide range of heteromodal cortical areas in the frontal, parietal, and temporal cortex. In most of these areas, we found a striking advantage for experience-based representational structures (i.e., encoding information about sensory-motor, affective, and other features of phenomenal experience), with little evidence for independent taxonomic or distributional organization. These results were found independently for object and event concepts. Our findings indicate that concept representations in the heteromodal cortex are based, at least in part, on experiential information. They also reveal that, in most heteromodal areas, event concepts have more heterogeneous representations (i.e., they are more easily decodable) than object concepts and that other areas beyond the traditional “semantic hubs” contribute to semantic cognition, particularly the posterior cingulate gyrus and the precuneus.