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  1. Article: Studying the Developing Brain in Real-World Contexts: Moving From Castles in the Air to Castles on the Ground.

    Wass, Sam V / Goupil, Louise

    Frontiers in integrative neuroscience

    2022  Volume 16, Page(s) 896919

    Abstract: Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus can only provide a distorted picture of how cognitive ... ...

    Abstract Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus can only provide a distorted picture of how cognitive operations and brain development unfold outside of the lab. Here we consider future research avenues which may lead to a better appreciation of how developing brains dynamically interact with a complex real-world environment, and how cognition develops over time. We raise several problems faced by current mainstream methods in the field, before briefly reviewing novel promising approaches that alleviate some of these issues. First, we consider research that examines perception by measuring entrainment between brain activity and temporal patterns in naturalistic stimuli. Second, we consider research that examines our ability to parse our continuous experience into discrete events, and how this ability develops over time. Third, we consider the role of children as active agents in selecting what they sample from the environment from one moment to the next. Fourth, we consider new approaches that measure how mutual influences between children and others are instantiated in suprapersonal brain networks. Finally, we discuss how we may reduce adult biases when designing developmental studies. Together, these approaches have great potential to further our understanding of how the developing brain learns to process information, and to control complex real-world behaviors.
    Language English
    Publishing date 2022-07-13
    Publishing country Switzerland
    Document type Journal Article ; Review
    ZDB-ID 2452962-X
    ISSN 1662-5145
    ISSN 1662-5145
    DOI 10.3389/fnint.2022.896919
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: Curiosity as a metacognitive feeling.

    Goupil, Louise / Proust, Joëlle

    Cognition

    2022  Volume 231, Page(s) 105325

    Abstract: Curious information-seeking is known to be a key driver for learning, but characterizing this important psychological phenomenon remains a challenge. In this article, we argue that solving this challenge requires qualifying the relationships between ... ...

    Abstract Curious information-seeking is known to be a key driver for learning, but characterizing this important psychological phenomenon remains a challenge. In this article, we argue that solving this challenge requires qualifying the relationships between metacognition and curiosity. The idea that curiosity is a metacognitive competence has been resisted: researchers have assumed both that young children and non-human animals can be genuinely curious, and that metacognition requires conceptual and culturally situated resources that are unavailable to young children and non-human animals. Here, we argue that this resistance is unwarranted given accumulating evidence that metacognition can be deployed procedurally, and we defend the view that curiosity is a metacognitive feeling. Our metacognitive view singles out two monitoring steps as a triggering condition for curiosity: evaluating one's own informational needs, and predicting the likelihood that explorations of the proximate environment afford significant information gains. We review empirical evidence and computational models of curiosity, and show that they fit well with this metacognitive account, while on the contrary, they remain difficult to explain by a competing account according to which curiosity is a basic attitude of questioning. Finally, we propose a new way to construe the relationships between curiosity and the human-specific communicative practice of questioning, discuss the issue of how children may learn to express their curiosity through interactions with others, and conclude by briefly exploring the implications of our proposal for educational practices.
    MeSH term(s) Animals ; Humans ; Child, Preschool ; Metacognition ; Exploratory Behavior ; Learning ; Emotions ; Communication
    Language English
    Publishing date 2022-11-23
    Publishing country Netherlands
    Document type Review ; Journal Article
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2022.105325
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article: The Role of Talking Faces in Infant Language Learning: Mind the Gap between Screen-Based Settings and Real-Life Communicative Interactions.

    Birulés, Joan / Goupil, Louise / Josse, Jérémie / Fort, Mathilde

    Brain sciences

    2023  Volume 13, Issue 8

    Abstract: Over the last few decades, developmental (psycho) linguists have demonstrated that perceiving talking faces audio-visually is important for early language acquisition. Using mostly well-controlled and screen-based laboratory approaches, this line of ... ...

    Abstract Over the last few decades, developmental (psycho) linguists have demonstrated that perceiving talking faces audio-visually is important for early language acquisition. Using mostly well-controlled and screen-based laboratory approaches, this line of research has shown that paying attention to talking faces is likely to be one of the powerful strategies infants use to learn their native(s) language(s). In this review, we combine evidence from these screen-based studies with another line of research that has studied how infants learn novel words and deploy their visual attention during naturalistic play. In our view, this is an important step toward developing an integrated account of how infants effectively extract audiovisual information from talkers' faces during early language learning. We identify three factors that have been understudied so far, despite the fact that they are likely to have an important impact on how infants deploy their attention (or not) toward talking faces during social interactions: social contingency, speaker characteristics, and task- dependencies. Last, we propose ideas to address these issues in future research, with the aim of reducing the existing knowledge gap between current experimental studies and the many ways infants can and do effectively rely upon the audiovisual information extracted from talking faces in their real-life language environment.
    Language English
    Publishing date 2023-08-05
    Publishing country Switzerland
    Document type Journal Article ; Review
    ZDB-ID 2651993-8
    ISSN 2076-3425
    ISSN 2076-3425
    DOI 10.3390/brainsci13081167
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Distinct signatures of subjective confidence and objective accuracy in speech prosody.

    Goupil, Louise / Aucouturier, Jean-Julien

    Cognition

    2021  Volume 212, Page(s) 104661

    Abstract: Whether speech prosody truly and naturally reflects a speaker's subjective confidence, rather than other dimensions such as objective accuracy, is unclear. Here, using a new approach combing psychophysics with acoustic analysis and automatic ... ...

    Abstract Whether speech prosody truly and naturally reflects a speaker's subjective confidence, rather than other dimensions such as objective accuracy, is unclear. Here, using a new approach combing psychophysics with acoustic analysis and automatic classification of verbal reports, we tease apart the contributions of sensory evidence, accuracy, and subjective confidence to speech prosody. We find that subjective confidence and objective accuracy are distinctly reflected in the loudness, duration and intonation of verbal reports. Strikingly, we show that a speaker's accuracy is encoded in speech prosody beyond their own metacognitive awareness, and that it can be automatically decoded from this information alone with performances up to 60%. These findings demonstrate that confidence and accuracy have separable prosodic signatures that are manifested with different timings, and on different acoustic dimensions. Thus, both subjective mental states of confidence, and objective states related to competence, can be directly inferred from this natural behavior.
    MeSH term(s) Humans ; Metacognition ; Speech ; Speech Perception
    Language English
    Publishing date 2021-03-21
    Publishing country Netherlands
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2021.104661
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Two-Year-Olds' Eye Movements Reflect Confidence in Their Understanding of Words.

    Dautriche, Isabelle / Goupil, Louise / Smith, Kenny / Rabagliati, Hugh

    Psychological science

    2022  Volume 33, Issue 11, Page(s) 1842–1856

    Abstract: We studied the fundamental issue of whether children evaluate the reliability of their language interpretation, that is, their confidence in understanding words. In two experiments, 2-year-olds (Experiment 1: ... N ... = 50; Experiment 2: ... N ... = 60) ... ...

    Abstract We studied the fundamental issue of whether children evaluate the reliability of their language interpretation, that is, their confidence in understanding words. In two experiments, 2-year-olds (Experiment 1: N = 50; Experiment 2: N = 60) saw two objects and heard one of them being named; both objects were then hidden behind screens and children were asked to look toward the named object, which was eventually revealed. When children knew the label used, they showed increased postdecision persistence after a correct compared with an incorrect anticipatory look, a marker of confidence in word comprehension (Experiment 1). When interacting with an unreliable speaker, children showed accurate word comprehension but reduced confidence in the accuracy of their own choice, indicating that children's confidence estimates are influenced by social information (Experiment 2). Thus, by the age of 2 years, children can estimate their confidence during language comprehension, long before they can talk about their linguistic skills.
    MeSH term(s) Child ; Humans ; Child, Preschool ; Comprehension ; Eye Movements ; Reproducibility of Results ; Language ; Language Development
    Language English
    Publishing date 2022-09-20
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2022256-7
    ISSN 1467-9280 ; 0956-7976
    ISSN (online) 1467-9280
    ISSN 0956-7976
    DOI 10.1177/09567976221105208
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article ; Online: Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker.

    Dautriche, Isabelle / Goupil, Louise / Smith, Kenny / Rabagliati, Hugh

    Open mind : discoveries in cognitive science

    2021  Volume 5, Page(s) 1–19

    Abstract: There has been little investigation of the way source monitoring, the ability to track the source of one's knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of ... ...

    Abstract There has been little investigation of the way source monitoring, the ability to track the source of one's knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of their lexical knowledge and reevaluate their implicit belief about a word mapping when this source is proven to be unreliable. Experiment 1 replicated previous research (Koenig & Woodward, 2010): children displayed better performance in a word learning test when they learned words from a speaker who has previously revealed themself as reliable (correctly labeling familiar objects) as opposed to an unreliable labeler (incorrectly labeling familiar objects). Experiment 2 then provided the critical test for source monitoring: children first learned novel words from a speaker before watching that speaker labeling familiar objects correctly or incorrectly. Children who were exposed to the reliable speaker were significantly more likely to endorse the word mappings taught by the speaker than children who were exposed to a speaker who they later discovered was an unreliable labeler. Thus, young children can reevaluate recently learned word mappings upon discovering that the source of their knowledge is unreliable. This suggests that children can monitor the source of their knowledge in order to decide whether that knowledge is justified, even at an age where they are not credited with the ability to verbally report how they have come to know what they know.
    Language English
    Publishing date 2021-02-01
    Publishing country United States
    Document type Journal Article
    ISSN 2470-2986
    ISSN (online) 2470-2986
    DOI 10.1162/opmi_a_00038
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  7. Article ; Online: Cdc42-Specific GTPase-Activating Protein Rga1 Squelches Crosstalk between the High-Osmolarity Glycerol (HOG) and Mating Pheromone Response MAPK Pathways.

    Patterson, Jesse C / Goupil, Louise S / Thorner, Jeremy

    Biomolecules

    2021  Volume 11, Issue 10

    Abstract: Eukaryotes utilize distinct mitogen/messenger-activated protein kinase (MAPK) pathways to evoke appropriate responses when confronted with different stimuli. In yeast, hyperosmotic stress activates MAPK Hog1, whereas mating pheromones activate MAPK Fus3 ( ...

    Abstract Eukaryotes utilize distinct mitogen/messenger-activated protein kinase (MAPK) pathways to evoke appropriate responses when confronted with different stimuli. In yeast, hyperosmotic stress activates MAPK Hog1, whereas mating pheromones activate MAPK Fus3 (and MAPK Kss1). Because these pathways share several upstream components, including the small guanosine-5'-triphosphate phosphohydrolase (GTPase) cell-division-cycle-42 (Cdc42), mechanisms must exist to prevent inadvertent cross-pathway activation. Hog1 activity is required to prevent crosstalk to Fus3 and Kss1. To identify other factors required to maintain signaling fidelity during hypertonic stress, we devised an unbiased genetic selection for mutants unable to prevent such crosstalk even when active Hog1 is present. We repeatedly isolated truncated alleles of
    MeSH term(s) CDC28 Protein Kinase, S cerevisiae/genetics ; Catalytic Domain/genetics ; GTPase-Activating Proteins/genetics ; Gene Expression Regulation, Fungal/genetics ; Genes, Mating Type, Fungal/genetics ; Mitogen-Activated Protein Kinases/genetics ; Pheromones/genetics ; Phosphoprotein Phosphatases/genetics ; Phosphorylation/genetics ; Saccharomyces cerevisiae/genetics ; Saccharomyces cerevisiae Proteins/genetics ; Signal Transduction/genetics ; cdc42 GTP-Binding Protein/genetics
    Chemical Substances GTPase-Activating Proteins ; Pheromones ; Rga1 protein, S cerevisiae ; Saccharomyces cerevisiae Proteins ; CDC28 Protein Kinase, S cerevisiae (EC 2.7.11.22) ; FUS3 protein, S cerevisiae (EC 2.7.11.24) ; HOG1 protein, S cerevisiae (EC 2.7.11.24) ; KSS1 protein, S cerevisiae (EC 2.7.11.24) ; Mitogen-Activated Protein Kinases (EC 2.7.11.24) ; Phosphoprotein Phosphatases (EC 3.1.3.16) ; cdc42 GTP-Binding Protein (EC 3.6.5.2)
    Language English
    Publishing date 2021-10-17
    Publishing country Switzerland
    Document type Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
    ZDB-ID 2701262-1
    ISSN 2218-273X ; 2218-273X
    ISSN (online) 2218-273X
    ISSN 2218-273X
    DOI 10.3390/biom11101530
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  8. Article ; Online: Musical pleasure and musical emotions.

    Goupil, Louise / Aucouturier, Jean-Julien

    Proceedings of the National Academy of Sciences of the United States of America

    2019  Volume 116, Issue 9, Page(s) 3364–3366

    MeSH term(s) Dopamine ; Emotions ; Music ; Pleasure ; Reward
    Chemical Substances Dopamine (VTD58H1Z2X)
    Language English
    Publishing date 2019-02-15
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Comment
    ZDB-ID 209104-5
    ISSN 1091-6490 ; 0027-8424
    ISSN (online) 1091-6490
    ISSN 0027-8424
    DOI 10.1073/pnas.1900369116
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article ; Online: Vocal signals only impact speakers' own emotions when they are self-attributed.

    Goupil, Louise / Johansson, Petter / Hall, Lars / Aucouturier, Jean-Julien

    Consciousness and cognition

    2021  Volume 88, Page(s) 103072

    Abstract: Emotions are often accompanied by vocalizations whose acoustic features provide information about the physiological state of the speaker. Here, we ask if perceiving these affective signals in one's own voice has an impact on one's own emotional state, ... ...

    Abstract Emotions are often accompanied by vocalizations whose acoustic features provide information about the physiological state of the speaker. Here, we ask if perceiving these affective signals in one's own voice has an impact on one's own emotional state, and if it is necessary to identify these signals as self-originated for the emotional effect to occur. Participants had to deliberate out loud about how they would feel in various familiar emotional scenarios, while we covertly manipulated their voices in order to make them sound happy or sad. Perceiving the artificial affective signals in their own voice altered participants' judgements about how they would feel in these situations. Crucially, this effect disappeared when participants detected the vocal manipulation, either explicitly or implicitly. The original valence of the scenarios also modulated the vocal feedback effect. These results highlight the role of the exteroception of self-attributed affective signals in the emergence of emotional feelings.
    MeSH term(s) Emotions ; Happiness ; Humans ; Voice
    Language English
    Publishing date 2021-01-03
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 1106647-7
    ISSN 1090-2376 ; 1053-8100
    ISSN (online) 1090-2376
    ISSN 1053-8100
    DOI 10.1016/j.concog.2020.103072
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article ; Online: Proactive or reactive? Neural oscillatory insight into the leader-follower dynamics of early infant-caregiver interaction.

    Phillips, Emily A M / Goupil, Louise / Whitehorn, Megan / Bruce-Gardyne, Emma / Csolsim, Florian A / Marriott-Haresign, Ira / Wass, Sam V

    Proceedings of the National Academy of Sciences of the United States of America

    2023  Volume 120, Issue 15, Page(s) e2122481120

    Abstract: We know that infants' ability to coordinate attention with others toward the end of the first year is fundamental to language acquisition and social cognition. Yet, we understand little about the neural and cognitive mechanisms driving infant attention ... ...

    Abstract We know that infants' ability to coordinate attention with others toward the end of the first year is fundamental to language acquisition and social cognition. Yet, we understand little about the neural and cognitive mechanisms driving infant attention in shared interaction: do infants play a proactive role in creating episodes of joint attention? Recording electroencephalography (EEG) from 12-mo-old infants while they engaged in table-top play with their caregiver, we examined the communicative behaviors and neural activity preceding and following infant- vs. adult-led joint attention. Infant-led episodes of joint attention appeared largely reactive: they were not associated with increased theta power, a neural marker of endogenously driven attention, and infants did not increase their ostensive signals before the initiation. Infants were, however, sensitive to whether their initiations were responded to. When caregivers joined their attentional focus, infants showed increased alpha suppression, a pattern of neural activity associated with predictive processing. Our results suggest that at 10 to 12 mo, infants are not routinely proactive in creating joint attention episodes yet. They do, however, anticipate behavioral contingency, a potentially foundational mechanism for the emergence of intentional communication.
    MeSH term(s) Adult ; Humans ; Infant ; Caregivers ; Cognition ; Language Development ; Communication ; Electroencephalography
    Language English
    Publishing date 2023-04-04
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 209104-5
    ISSN 1091-6490 ; 0027-8424
    ISSN (online) 1091-6490
    ISSN 0027-8424
    DOI 10.1073/pnas.2122481120
    Database MEDical Literature Analysis and Retrieval System OnLINE

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