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  1. Article ; Online: Adults' learning of complex explanations violates their intuitions about optimal explanatory order.

    McCarthy, Amanda M / Betz, Nicole / Keil, Frank C

    Cognition

    2024  Volume 246, Page(s) 105767

    Abstract: Should you first teach about the purpose of a microwave or about how it heats food? Adults strongly prefer explanations to present function before mechanism and information about a whole to precede information about its component parts. Here we replicate ...

    Abstract Should you first teach about the purpose of a microwave or about how it heats food? Adults strongly prefer explanations to present function before mechanism and information about a whole to precede information about its component parts. Here we replicate those preferences (Study 1). Using the same stimuli, we then ask whether those pedagogical preferences reflect ease of learning of labels, function, or mechanism. Surprisingly, explanations that accord with function-before-mechanism and whole-before-part structure show no learning benefits to participants compared to other participants who see lessons that violate one or both intuitions (Study 2). Even when potential scaffolds are removed (i.e., diagrams) the preferred pedagogical order does not predict better learning (Study 3). Finally, explanatory order has only modest effects on experiential outcomes (e.g., curiosity, frustration; Study 4). In all cases, all orders of presentation support learning in comparison to controls and are not constrained by either ceiling or floor effects. Reasons for the clash between intuitions about learning and actual outcomes are explored.
    MeSH term(s) Adult ; Humans ; Intuition ; Learning ; Food
    Language English
    Publishing date 2024-03-13
    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.2024.105767
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  2. Article ; Online: The potential for effective reasoning guides children's preference for small group discussion over crowdsourcing.

    Richardson, Emory / Keil, Frank C

    Scientific reports

    2022  Volume 12, Issue 1, Page(s) 1193

    Abstract: Communication between social learners can make a group collectively "wiser" than any individual, but conformist tendencies can also distort collective judgment. We asked whether intuitions about when communication is likely to improve or distort ... ...

    Abstract Communication between social learners can make a group collectively "wiser" than any individual, but conformist tendencies can also distort collective judgment. We asked whether intuitions about when communication is likely to improve or distort collective judgment could allow social learners to take advantage of the benefits of communication while minimizing the risks. In three experiments (n = 360), 7- to 10-year old children and adults decided whether to refer a question to a small group for discussion or "crowdsource" independent judgments from individual advisors. For problems affording the kind of 'demonstrative' reasoning that allows a group member to reliably correct errors made by even a majority, all ages preferred to consult the discussion group, even compared to a crowd ten times as large-consistent with past research suggesting that discussion groups regularly outperform even their best members for reasoning problems. In contrast, we observed a consistent developmental shift towards crowdsourcing independent judgments when reasoning by itself was insufficient to conclusively answer a question. Results suggest sophisticated intuitions about the nature of social influence and collective intelligence may guide our social learning strategies from early in development.
    MeSH term(s) Adult ; Child ; Crowdsourcing ; Female ; Group Processes ; Humans ; Judgment ; Male ; Social Learning
    Language English
    Publishing date 2022-01-24
    Publishing country England
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2615211-3
    ISSN 2045-2322 ; 2045-2322
    ISSN (online) 2045-2322
    ISSN 2045-2322
    DOI 10.1038/s41598-021-04680-z
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  3. Article ; Online: Quantity perception: The forest and the trees.

    Yousif, Sami R / Keil, Frank C

    Cognition

    2022  Volume 229, Page(s) 105074

    Abstract: Park (2021) has described "flawed stimulus design(s)" in our recent studies on area perception. Here, we briefly respond to those critiques. While the rigorous, computational approaches taken by Park (and others) certainly have value, we believe that our ...

    Abstract Park (2021) has described "flawed stimulus design(s)" in our recent studies on area perception. Here, we briefly respond to those critiques. While the rigorous, computational approaches taken by Park (and others) certainly have value, we believe that our approach - one that focuses the perceptual reality of quantity rather than the physical reality - is essential. We emphasize again (as we have many times in our work) that the study of quantity perception benefits from both approaches. To further illustrate our point, we collected additional data and show that some of Park's arguments, while sensible in principle, further support our view in practice.
    MeSH term(s) Humans ; Perception
    Language English
    Publishing date 2022-03-22
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2022.105074
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  4. Article ; Online: Thinking takes time: Children use agents' response times to infer the source, quality, and complexity of their knowledge.

    Richardson, Emory / Keil, Frank C

    Cognition

    2022  Volume 224, Page(s) 105073

    Abstract: Limits on mental speed entail speed-accuracy tradeoffs for problem-solving, but memory and perception are accurate on much faster timescales. While response times drive inference across the behavioral sciences, they may also help laypeople interpret each ...

    Abstract Limits on mental speed entail speed-accuracy tradeoffs for problem-solving, but memory and perception are accurate on much faster timescales. While response times drive inference across the behavioral sciences, they may also help laypeople interpret each othejognrs' everyday behavior. We examined children's (ages 5 to 10) use of agents' response time to infer the source and quality of their knowledge. In each trial, children saw a pathfinding puzzle presented to an agent, who claimed to have solved it after either 3s or 20s. In Experiment 1 (n = 135), children used agents' response speed to distinguish between memory, perception, and novel inference. In Experiment 2 (n = 135), children predicted that fast responses would be inaccurate, but were less skeptical of slow agents. In Experiment 3 (n = 128), children inferred task complexity from agents' speed. Our findings suggest that the simple intuition that thinking takes time may scaffold everyday social cognition.
    MeSH term(s) Child ; Child, Preschool ; Cognition ; Humans ; Knowledge ; Problem Solving ; Reaction Time
    Language English
    Publishing date 2022-03-03
    Publishing country Netherlands
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2022.105073
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  5. Article ; Online: A right way to explain? Function, mechanism, and the order of explanations.

    McCarthy, Amanda M / Keil, Frank C

    Cognition

    2023  Volume 238, Page(s) 105494

    Abstract: People generally prefer functional explanations over mechanistic ones. This preference might arise from attributing greater value to functional information. However, instead of an overall preference for functional explanations, people might simply expect ...

    Abstract People generally prefer functional explanations over mechanistic ones. This preference might arise from attributing greater value to functional information. However, instead of an overall preference for functional explanations, people might simply expect functional information to precede mechanistic information. Here, we ask whether people have such preferences for the order of functional and mechanistic information in explanations and how those preferences might arise. In a first set of studies, we show that adults do in fact prefer functional information to precede mechanistic. In a second set of studies, we show that people have a more general preference for explanations to address the whole before parts. Finally, we show that the preference for function to precede mechanism may be related to the broader whole-before-parts preference.
    MeSH term(s) Adult ; Humans ; Knowledge ; Information Seeking Behavior
    Language English
    Publishing date 2023-06-02
    Publishing country Netherlands
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2023.105494
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  6. Article ; Online: The Shape of Space: Evidence for Spontaneous but Flexible Use of Polar Coordinates in Visuospatial Representations.

    Yousif, Sami R / Keil, Frank C

    Psychological science

    2021  Volume 32, Issue 4, Page(s) 573–586

    Abstract: What is the format of spatial representation? In mathematics, we often conceive of two primary ways of representing 2D space, ...

    Abstract What is the format of spatial representation? In mathematics, we often conceive of two primary ways of representing 2D space,
    MeSH term(s) Humans ; Mathematics ; Space Perception
    Language English
    Publishing date 2021-03-15
    Publishing country United States
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2022256-7
    ISSN 1467-9280 ; 0956-7976
    ISSN (online) 1467-9280
    ISSN 0956-7976
    DOI 10.1177/0956797620972373
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  7. Article ; Online: How We See Area and Why It Matters.

    Yousif, Sami R / Keil, Frank C

    Trends in cognitive sciences

    2021  Volume 25, Issue 7, Page(s) 554–557

    Abstract: A large and growing literature examines how we see the visual quantities of number, area, and density. The literature rests on an untested assumption: that our perception of area is veridical. Here, we discuss a systematic distortion of perceived area ... ...

    Abstract A large and growing literature examines how we see the visual quantities of number, area, and density. The literature rests on an untested assumption: that our perception of area is veridical. Here, we discuss a systematic distortion of perceived area and its implications for quantity perception more broadly.
    Language English
    Publishing date 2021-05-04
    Publishing country England
    Document type Journal Article
    ZDB-ID 2010989-1
    ISSN 1879-307X ; 1364-6613
    ISSN (online) 1879-307X
    ISSN 1364-6613
    DOI 10.1016/j.tics.2021.03.017
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  8. Article ; Online: Same people, different group: Social structures are a central component of group concepts.

    Noyes, Alexander / Keil, Frank C / Dunham, Yarrow / Ritchie, Katherine

    Cognition

    2023  Volume 240, Page(s) 105567

    Abstract: We examine whether people conceptualize organized groups as having at least two parts: In addition to members (e.g., Alice), they also have social structures (i.e., roles and relations). If groups have members and social structures, then numerically ... ...

    Abstract We examine whether people conceptualize organized groups as having at least two parts: In addition to members (e.g., Alice), they also have social structures (i.e., roles and relations). If groups have members and social structures, then numerically distinct groups can have the same members if they differ in their structures. In Studies 1-4, participants numerically distinguished groups that had the same members when they had different structures. Participants numerically distinguished even when groups had the same function-the same people playing chess together Monday and Tuesday can be numerically distinct groups. In Study 4, we compare clubs to tables, and find that participants numerically distinguish tables by their structures too (i.e., the configuration of their parts) even when they have the same parts (which can be disassembled and then reassembled with ease). In Study 5, we find that participants rate groups as existing in space and time like concrete objects, suggesting that participants represent groups as at least partially concrete, such that groups have at least two parts (their structures and their members). Finally, in Study 6, we show that people will judge the same person as exemplary with respect to one group but condemnable with respect to another-even when those groups have the same members.
    MeSH term(s) Humans ; Social Structure
    Language English
    Publishing date 2023-08-04
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 1499940-7
    ISSN 1873-7838 ; 0010-0277
    ISSN (online) 1873-7838
    ISSN 0010-0277
    DOI 10.1016/j.cognition.2023.105567
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  9. Article ; Online: Subjectivity and social constitution: Contrasting conceptions of institutions, artifacts, and animals.

    Noyes, Alexander / Dunham, Yarrow / Keil, Frank C

    Developmental psychology

    2022  Volume 59, Issue 2, Page(s) 377–389

    Abstract: We systematically compared beliefs about animal (e.g., ...

    Abstract We systematically compared beliefs about animal (e.g.,
    MeSH term(s) Animals ; Humans ; United States ; Culture
    Language English
    Publishing date 2022-12-15
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2066223-3
    ISSN 1939-0599 ; 0012-1649
    ISSN (online) 1939-0599
    ISSN 0012-1649
    DOI 10.1037/dev0001499
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  10. Article ; Online: "I know it's complicated": Children detect relevant information about object complexity.

    Ahl, Richard E / DeAngelis, Erika / Keil, Frank C

    Journal of experimental child psychology

    2022  Volume 222, Page(s) 105465

    Abstract: Mechanistic complexity is an important property that affects how we interact with and learn from artifacts. Although highly complex artifacts have only recently become part of human material culture, they are ever-present in contemporary life. In ... ...

    Abstract Mechanistic complexity is an important property that affects how we interact with and learn from artifacts. Although highly complex artifacts have only recently become part of human material culture, they are ever-present in contemporary life. In previous research, children successfully detected complexity contrasts when given information about the functions of simple and complex objects. However, whether children spontaneously favor relevant information about an object's causal mechanisms and functions when trying to determine an object's complexity remains an open question. In Study 1, 7- to 9-year-olds and adults, but not 5- and 6-year-olds, rated information about relevant actions (e.g., the difficulty in fixing an object) as more helpful than information about irrelevant actions (e.g., the difficulty in spelling an object's name) for making determinations of mechanistic complexity. Only in Study 2, in which the relevance contrasts were extreme, did the youngest age group rate relevant actions as more helpful than irrelevant actions. In Study 3, in which participants rated the complexity of the actions themselves, participants performed differently than in the previous studies, suggesting that children in the prior studies did not misinterpret the study instructions as prompts to rate the actions' complexity. These results suggest that the ability to detect which object properties imply complexity emerges during the early school years. Younger children may be misled by features that are not truly diagnostic of mechanistic complexity, whereas older children more easily disregard such features in favor of relevant information.
    Language English
    Publishing date 2022-05-31
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 218137-x
    ISSN 1096-0457 ; 0022-0965
    ISSN (online) 1096-0457
    ISSN 0022-0965
    DOI 10.1016/j.jecp.2022.105465
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