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  1. Stepwise versus globally optimal search in children and adults.Björn Meder, Jonathan D. Nelson, Matt Jones & Azzurra Ruggeri - 2019 - Cognition 191 (C):103965.
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  • Memory enhancements from active control of learning emerge across development.Azzurra Ruggeri, Douglas B. Markant, Todd M. Gureckis, Maria Bretzke & Fei Xu - 2019 - Cognition 186 (C):82-94.
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  • The Multifaceted Role of Self‐Generated Question Asking in Curiosity‐Driven Learning.Kara Kedrick, Paul Schrater & Wilma Koutstaal - 2023 - Cognitive Science 47 (4):e13253.
    Curiosity motivates the search for missing information, driving learning, scientific discovery, and innovation. Yet, identifying that there is a gap in one's knowledge is itself a critical step, and may demand that one formulate a question to precisely express what is missing. Our work captures the integral role of self‐generated questions during the acquisition of new information, which we refer to as active‐curiosity‐driven learning. We tested active‐curiosity‐driven learning using our “Curiosity Question & Answer Task” paradigm, where participants (N=135) were asked (...)
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  • Causal Information‐Seeking Strategies Change Across Childhood and Adolescence.Kate Nussenbaum, Alexandra O. Cohen, Zachary J. Davis, David J. Halpern, Todd M. Gureckis & Catherine A. Hartley - 2020 - Cognitive Science 44 (9):e12888.
    Intervening on causal systems can illuminate their underlying structures. Past work has shown that, relative to adults, young children often make intervention decisions that appear to confirm a single hypothesis rather than those that optimally discriminate alternative hypotheses. Here, we investigated how the ability to make informative causal interventions changes across development. Ninety participants between the ages of 7 and 25 completed 40 different puzzles in which they had to intervene on various causal systems to determine their underlying structures. Each (...)
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