Many advances have been made over the last decades in describing, on the one hand, the link between reward-based learning and decision-making, and on the other hand, the link between impulsivity and decision-making. However, the association between reward-based learning and impulsivity remains poorly understood. In this study, we evaluated the association between individual differences in loss-minimizing and gain-maximizing behavior in a learning-based probabilistic decision-making task and individual differences in cognitive impulsivity. We found that low cognitive impulsivity was associated both with a better performance minimizing losses and maximizing gains during the task. These associations remained significant after controlling for mathematical skills and gender as potential confounders. We discuss potential mechanisms through which cognitive impulsivity might interact with reward-based learning and decision-making.
El presente trabajo informa del desarrollo de la comprensión oral de las ironías en niños y niñas. Se revisan diversas teorías que intentan explicar el procesamiento de ironías y se da cuenta de los más importantes estudios acerca de su desarrollo. Se midió la comprensión en 985 participantes mediante un instrumento interactivo aplicado individualmente, en el cual debían reconocer la interpretación de un tipo en cuatro grupos de edad diferente (5-7, 8-9, 10-11, 12-14). Los resultados muestran que hay cambios cuantitativos en las edades de los sujetos; que pueden observarse diferencias significativas y que los enunciados contrafactuales parecerían más fáciles de comprender. Se concluye que el desarrollo de la comprensión de la ironía es un fenómeno lento que ocurre en toda la edad escolar y que se ve afectada por el grado de prototipicidad del enunciado (de ironías más prototípicas y contrastivas a menos prototípicas y contrastivas). Palabras clave: comprensión de la ironía, desarrollo tardío, tipo de enunciado, teoría de la mente. This paper gives an account of the development of understanding verbal ironies by children, measured in 985 participants and using an interactive evaluation instrument applied to each subject. They had to recognize the interpretation of one type of irony. The results show that there are quantitative changes in the age of the subjects, significant differences in four groups of age could be observed (5-7, 8-9, 10-11, 12-14), and non-factual statements seemed easier to understand. We conclude that the development of verbal irony is a slow phenomenon that takes place in all school age and it is affected by the degree of prototype of the statements (from the more prototypical and contrastive ironies to the less prototypical and contrastive ones).
teaching number in preschool preservice teachers: The effect of a didactic of mathematics course Conhecimento para ensino do número em futuras educadoras da educação infantil:
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