Early childhood investment impacts social decision-making four decades later

Luo, Yi; Hétu, Sébastien; Lohrenz, Terry; Hula, Andreas; Dayan, Peter; Ramey, Sharon Landesman; Sonnier-Netto, Libbie; Lisinski, Jonathan; LaConte, Stephen M.; Nolte, Tobias; Fonagy, Peter; Rahmani, Elham; Montague, P. Read; Ramey, Craig T.

doi:10.1038/s41467-018-07138-5

Cited by 21 publications

(17 citation statements)

References 42 publications

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“…Camisasca et al, 2017;Giovanelli et al, 2020;Marchetti et al, 2020) and extending to subsequent, significant affective relationships (Bowlby, 1969(Bowlby, , 1973(Bowlby, , 1980. It has been suggested that children's decision to place trust in an unknown informant, especially in a context of uncertainty, may also depend on generalizing from their personal attachment history (Fonagy, 1998;Allison and Fonagy, 2016;Fonagy et al, 2019;see also, Bo et al, 2017;Luo et al, 2018). For example, securely attached children are more flexible in establishing trustful relationships with epistemically reliable strangers than children with a fragile relational past (see, for example, .…”

Section: Introductionmentioning

confidence: 99%

Shall I Trust You? From Child–Robot Interaction to Trusting Relationships

et al. 2020

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Studying trust in the context of human-robot interaction is of great importance given the increasing relevance and presence of robotic agents in the social sphere, including educational and clinical. We investigated the acquisition, loss, and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in vivo. The relationship between trust and the representation of the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. Additionally, to outline children's beliefs about the mental competencies of the robot, we further evaluated the attribution of mental states to the interactive agent. In general, no substantial differences were found in children's trust in the play partner as a function of agency (human or robot). Nevertheless, 3-year-olds showed a trend toward trusting the human more than the robot, as opposed to 7-year-olds, who displayed the reverse pattern. These findings align with results showing that, for 3-and 7-yearolds, the cognitive ability to switch was significantly associated with trust restoration in the human and the robot, respectively. Additionally, supporting previous findings, we found a dichotomy between attributions of mental states to the human and robot and children's behavior: while attributing to the robot significantly lower mental states than the human, in the Trusting Game, children behaved in a similar way when they related to the human and the robot. Altogether, the results of this study highlight that similar psychological mechanisms are at play when children are to establish a novel trustful relationship with a human and robot partner. Furthermore, the findings shed light on the interplay-during development-between children's quality of attachment relationships and the development of a Theory of Mind, which act differently on trust dynamics as a function of the children's age as well as the interactive partner's nature (human vs. robot).

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Section: Introductionmentioning

confidence: 99%

Shall I Trust You? From Child–Robot Interaction to Trusting Relationships

et al. 2020

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“…Investment in education at the early stages produces long-term benefits in decision-making (Luo et al, 2018), but must be accompanied by policies that foster innovative approaches at the level of teacher training. An observational study in rural Tarija, the most Southern region of Bolivia, registered several concerning behaviors in teachers that would be considered unacceptable in most countries: favoritism, lack of interest, and unexcused absence from the classroom (Punch, 2004).…”

Section: Discussionmentioning

confidence: 99%

Effective participatory science education in a diverse Latin American population

et al. 2019

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Particular challenges exist for science education in the developing world, where limited resources require curricula designed to balance state-of-the-art knowledge with practical and political considerations in region-specific contexts. Project-based biology teaching is especially difficult to execute due to high infrastructural costs and limited teacher training. Here, we report the results of implementing short, challenging, and low-cost biology courses to high school and college students in Bolivia, designed and taught in collaboration between scientists from developed nations and local science instructors. We find our approach to be effective at transmitting advanced topics in disease modeling, microscopy, genome engineering, neuroscience, microbiology, and regenerative biology. We find that student learning through this approach was not significantly affected by their background, education level, socioeconomic status, or initial interest in the course. Moreover, participants reported a heightened interest in pursuing scientific careers after course completion. These results demonstrate efficacy of participatory learning in a developing nation, and suggest that similar techniques could drive scientific engagement in other developing economies.

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“…Investment in education at the early stages produces long-term benefits in decision-making [49]. Yet, this investment needs to be accompanied with policies that focus on training teachers on innovative approaches to education.…”

Section: Discussionmentioning

confidence: 99%

Perceptions and prospects in life sciences in a heterogeneous Latin American population

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Lopez-Videla³

et al. 2019

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43Particular challenges exist for science education in the developing world, 44where limited resources beget curricula designed to balance state-of-the-art 45 knowledge with practical and political considerations in region-specific contexts. 46Project-based biology teaching is particularly difficult to execute due to high 47 infrastructural costs and limited teacher training. Here, we report our results 48 implementing short, challenging, and low-cost biology courses to high school and 49 college students in Bolivia, designed and taught in collaboration between 50 scientists from developed nations and local science instructors. We find our 51 approach to be effective at transmitting advanced topics in disease modeling, 52 microscopy, genome engineering, neuroscience, microbiology, and regenerative 53 biology. Importantly, this approach was unaffected by the students' backgrounds, 54 education level, socioeconomic status, or initial interest in the course, and 55 increased participants' interest in pursuing scientific careers. These results 56 demonstrate efficacy of participatory learning in a developing nation, and suggest 57 that such techniques could drive scientific engagement in other developing 58 economies. 59 60 61 Countries, Latin America 63 64 65 66 relatively small territory the most diverse country in Latin America [7, 90 8]. Moreover, three Bolivian cities are projected as the fastest-growing Latin 91American economies by 2030, as measured by middle-income population 92 growth, with a fifteen-fold hike expected in the most populous city, Santa Cruz 93[9]. The country accounts for only 0.22% of Latin American STI research outputs 94 and has negligible rates of patent awards [4, 10]. Despite a decade of relative 95 political stability and government education expenditures exceeding 8% of 96 GDP-highest in the region and far above any developed country, with the 97

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Early childhood investment impacts social decision-making four decades later

Cited by 21 publications

References 42 publications

Shall I Trust You? From Child–Robot Interaction to Trusting Relationships

Shall I Trust You? From Child–Robot Interaction to Trusting Relationships

Effective participatory science education in a diverse Latin American population

Perceptions and prospects in life sciences in a heterogeneous Latin American population

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