Supporting cognitive control through competition and cooperation in childhood

Fischer, Paula; Camba, Letizia; Ooi, Seok Hui; Chevalier, Nicolas

doi:10.1016/j.jecp.2018.03.011

Cited by 12 publications

(8 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, we argue that this balancing was reflected by sensitivity to the opportunity cost of time, whereby older adults engaged in cognitive effort when it was most rewarding when the average reward rate was high. In this way, our findings join a spate of recent work that suggests that people can adaptively change behaviour to overcome age-related cognitive limitations if properly incentivised to do so (Ferdinand & Czernochowski, 2018;Yee et al, 2019;Patzelt et al, 2019;Harsay et al, 2010;Gatzke-Kopp, 2018;Chevalier, 2015;Niebaum et al, 2019;Fischer et al, 2018). We extend this work by suggesting a potential computational mechanism that older adults (and possibly children) use to strategically adapt to cognitive control demands in their environment: the opportunity cost of time.…”

Section: Summary Of Resultssupporting

confidence: 76%

Cognitive resource limitations shift effort trade-offs across the lifespan

St¹,

Ar²,

Bolenz³

et al. 2019

Preprint

View full text Add to dashboard Cite

Previous work suggests that lifespan developmental differences in cognitive control abilitiesmight be due to maturational and aging-related changes in prefrontal cortex functioning.However, there are other explanations: For example, it could be that children and older adults differ from younger adults in how they balance the effort of engaging in control against its potential benefits. In this work, we assume that the degree of engagement in cognitive effort depends on the opportunity cost of time (average reward rate per unit time). If the average reward rate is high, participants should speed up responding whereas if it is low, they should respond more slowly. Developmental changes in opportunity cost assessments may lead to differences in the sensitivity to changes in reward rate. To examine this hypothesis in children, adolescents, younger, and older adults, we applied a reward rate manipulation in two well-established cognitive control tasks: a modified Erikson Flanker and a task-switching paradigm. We found a significant interaction between age group and average reward rate, such that older adults were more sensitive to the average reward rate than the other age groups. However, as task complexity increased (from the Flanker task to the task-switching paradigm), children also became sensitive to changes in reward rate. This may suggest that when demands on cognitive load reach capacity limitations, participants engage in strategic behaviour to optimize performance: a view we present as the “sweet sport” argument of effort allocation.

show abstract

Section: Summary Of Resultssupporting

confidence: 76%

Cognitive resource limitations shift effort trade-offs across the lifespan

St¹,

Ar²,

Bolenz³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…There is a vast literature documenting the relationship between classroom climate and knowledge of student cognition at the primary school level (Fischer et al, 2018), secondary school level (Erdogan, 2019;Liu & Su, 2018;Zepeda et al, 2018) as well as the higher institutional level (Mccleary et al, 2019;Salam et al, 2020;Sugiharto et al, 2018). Further, recent empirical studies have confirmed there is a positive relationship between metacognition and achievement in many subject areas, such as science subject (Ellah et al, 2018;Langdon et al, 2019), mathematics subject (Bishara & Kaplan, 2018;Nurulhuda & Saemah Rahman, 2017;Riyan Hidayat et al, 2018;Al-Shabibi & Alkharusi, 2018) and language subject (Ghaith & El-Sanyoura, 2019).…”

Section: Mediation Effect Of Knowledge Of Cognition In Classroom Clim...mentioning

confidence: 99%

“…Extensive of studies revealed important findings related to classroom climate and regulation cognition (Alzahrani, 2017;Cayubit, 2021;Fathi & Shabani, 2020;Fischer et al, 2018;Hafızoglu & Yerdelen, 2019;Liu & Su, 2018) which have received adequate attention from the researchers and practitioners. Moreover, it should be noted that regulation cognition has been widely recognised as a potential predictor of the students' achievement (Izzati & Mahmudi, 2018;Mirhosseini et al, 2018;Mohamad Ariffin & Norulhuda, 2020).…”

Section: Mediation Effect Of Regulation Cognition In Classroom Climat...mentioning

confidence: 99%

“…There have been numerous studies reported the role of classroom climate quality such as students' cohesiveness (Lay, 2017;Ouyang & Chang, 2019;Siti Nazleen & Nor Shahida, 2020), teacher support (Zepeda et al, 2018), involvement (Mccleary et al, 2019), investigation (Muhammad Asy'ari et al, 2019, task orientation (Manwaring et al, 2017), cooperation (Erdogan, 2019;Fischer et al, 2018) and equity (Luria et al, 2017;Tang et al, 2017) in selecting learning strategies especially knowledge of cognition and regulation cognition. These studies highlighted the importance of leveraging student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity in a classroom to develop students' knowledge of cognition and regulation cognition and further leading to mathematics achievement.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis

Dolinting

Pang²

2022

MJSSH

View full text Add to dashboard Cite

The role of mathematics in development of the branches of science and technology is enormous. The literature reviews revealed among the factors that affect the achievement of students in mathematics subject are classroom climate, students’ knowledge of cognition and regulation cognition. Therefore, this study aims to determine the mediation effect of knowledge of cognition and regulation of cognition on relationship between classroom climate (student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity) and students’ mathematics achievement. This study employed survey method involving a total of 326 form four students from five rural secondary schools located in five Divisions in Sabah via multi-stage cluster sampling. Data were collected using two questionnaires: 1) What is Happening in This Class? (WIHIC) and 2) Metacognitive Awareness Inventory (MAI) as well as mathematics form four achievement test. The data was analysed by using Partial Least Squares-Structural Equation Modelling (PLS-SEM) through Smart PLS version 3.2.8 software. The findings indicated that knowledge of cognition mediates the relationships between classroom climate (investigation, task orientation and equity) and students’ mathematics achievement, while regulation cognition mediates the relationships between classroom climate (student cohesiveness, investigation and equity) and students’ mathematics achievement. Based on these findings, this study recommends that schools should endeavour to create a positive classroom climate focusing to improve student cohesiveness, task orientation, investigation and equity, as well as students’ knowledge of cognition and regulation cognition to increase students’ mathematics achievement. Pedagogical implications and suggestions for further research are discussed.

show abstract

“…In humans, the presence and behaviour of others can influence our own decisions [15]. For example, children engage higher cognitive control when competing or cooperating with another person [16] and are less likely to delay gratification when the experimenter behaves in an unreliable/ untrustworthy manner [17]. Flexibility in self-control is likely to be important in a social context in non-human animals too, for instance, refraining from approaching food or a potential mate while in the presence of a competitor [18,19].…”

Section: Introductionmentioning

confidence: 99%

Social influences on delayed gratification in New Caledonian crows and Eurasian jays

Miller,

Davies,

Schiestl

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

Self-control underlies goal-directed behaviour in humans and other animals. Delayed gratification ‐ a measure of self-control ‐ requires the ability to tolerate delays and/or invest more effort to obtain a reward of higher value over one of lower value, such as food or mates. Social context, in particular, the presence of competitors, may influence delayed gratification. We adapted the ‘rotating-tray’ paradigm, where subjects need to forgo an immediate, lower-quality (i.e. less preferred) reward for a delayed, higher-quality (i.e. more preferred) one, to test social influences on delayed gratification in two corvid species: New Caledonian crows and Eurasian jays. We compared choices for immediate vs. delayed rewards while alone, in the presence of a competitive conspecific and in the presence of a non-competitive conspecific. We predicted that, given the increased risk of losing a reward with a competitor present, both species would similarly, flexibly alter their choices in the presence of a conspecific compared to when alone. We found that species differed: jays were more likely to select the immediate, less preferred reward than the crows. We also found that jays were more likely to select the immediate, less preferred reward when a competitor or non-competitor was present than when alone, or when a competitor was present compared to a non-competitor, while the crows selected the delayed, highly preferred reward irrespective of social presence. We discuss our findings in relation to species differences in socio-ecological factors related to adult sociality and food-caching (storing). New Caledonian crows are more socially tolerant and moderate cachers, while Eurasian jays are highly territorial and intense cachers that may have evolved under the social context of cache pilfering and cache protection strategies. Therefore, flexibility (or inflexibility) in delay of gratification under different social contexts may relate to the species’ social tolerance and related risk of competition.

show abstract

Supporting cognitive control through competition and cooperation in childhood

Cited by 12 publications

References 54 publications

Cognitive resource limitations shift effort trade-offs across the lifespan

Cognitive resource limitations shift effort trade-offs across the lifespan

The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis

Social influences on delayed gratification in New Caledonian crows and Eurasian jays

Contact Info

Product

Resources

About