In a first part of the talk, I will present Predictive Coding Light (PCL), a novel unsupervised learning architecture for spiking neural networks. In contrast to conventional predictive coding approaches, which only transmit prediction errors to higher processing stages, PCL learns inhibitory lateral and top-down connectivity to suppress the most predictable spikes and passes a compressed representation of the input to higher processing stages. We show that PCL reproduces a range of biological findings and exhibits a favorable tradeoff between energy consumption and downstream classification performance on challenging benchmarks. A second part of the talk will feature our lab’s efforts to explain how infants and toddlers might learn abstract object representations without supervision. I will present deep learning models that exploit the temporal and multimodal structure of their sensory inputs to learn representations of individual objects, object categories, or abstract super-categories such as „kitchen object“ in a fully unsupervised fashion. These models offer a parsimonious account of how abstract semantic knowledge may be rooted in children's embodied first-person experiences.

About 30% of children with cerebral palsy have congenital hemiplegia, resulting from periventricular white matter injury, which impairs the use of one hand and disrupts bimanual co-ordination. Congenital hemiplegia has a profound effect on each child's life and, thus, is of great importance to the public health. Changes in brain organization (neuroplasticity) often occur following periventricular white matter injury. These changes vary widely depending on the timing, location, and extent of the injury, as well as the functional system involved. Currently, we have limited knowledge of neuroplasticity in children with congenital hemiplegia. As a result, we provide rehabilitation treatment to these children almost blindly based exclusively on behavioral data. In this talk, I will present recent research evidence of my team on understanding neuroplasticity in children with congenital hemiplegia by using a multimodal neuroimaging approach that combines data from structural and functional neuroimaging methods. I will further present preliminary data regarding functional improvements of upper extremities motor and sensory functions as a result of rehabilitation with a robotic system that involves active participation of the child in a video-game setup. Our research is essential for the development of novel or improved neurological rehabilitation strategies for children with congenital hemiplegia.

Recent insights from auditory neuroscience provide a new perspective on how the brain encodes speech. Using these recent insights, I will provide an overview of key factors underpinning individual differences in children’s development of language and phonology, providing a context for exploring atypical reading development (dyslexia). Children with dyslexia are relatively insensitive to acoustic cues related to speech rhythm patterns. This lack of rhythmic sensitivity is related to the atypical neural encoding of rhythm patterns in speech by the brain. I will describe our recent data from infants as well as children, demonstrating developmental continuity in the key neural variables.

Despite her still poor visual acuity and minimal visual experience, a 2-3 month old baby will reliably respond to facial expressions, smiling back at her caretaker or older sibling. But what if that same baby had been deprived of her early visual experience? Will she be able to appropriately respond to seemingly mundane interactions, such as a peer’s facial expression, if she begins seeing at the age of 10? My work is part of Project Prakash, a dual humanitarian/scientific mission to identify and treat curably blind children in India and then study how their brain learns to make sense of the visual world when their visual journey begins late in life. In my talk, I will give a brief overview of Project Prakash, and present findings from one of my primary lines of research: plasticity of face perception with late sight onset. Specifically, I will discuss a mixed methods effort to probe and explain the differential windows of plasticity that we find across different aspects of distributed face recognition, from distinguishing a face from a nonface early in the developmental trajectory, to recognizing facial expressions, identifying individuals, and even identifying one’s own caretaker. I will draw connections between our empirical findings and our recent theoretical work hypothesizing that children with late sight onset may suffer persistent face identification difficulties because of the unusual acuity progression they experience relative to typically developing infants. Finally, time permitting, I will point to potential implications of our findings in supporting newly-sighted children as they transition back into society and school, given that their needs and possibilities significantly change upon the introduction of vision into their lives.

Young children have sophisticated representations of their visual and linguistic environment. Where do these representations come from? How much knowledge arises through generic learning mechanisms applied to sensory data, and how much requires more substantive (possibly innate) inductive biases? We examine these questions by training neural networks solely on longitudinal data collected from a single child (Sullivan et al., 2020), consisting of egocentric video and audio streams. Our principal findings are as follows: 1) Based on visual only training, neural networks can acquire high-level visual features that are broadly useful across categorization and segmentation tasks. 2) Based on language only training, networks can acquire meaningful clusters of words and sentence-level syntactic sensitivity. 3) Based on paired visual and language training, networks can acquire word-referent mappings from tens of noisy examples and align their multi-modal conceptual systems. Taken together, our results show how sophisticated visual and linguistic representations can arise through data-driven learning applied to one child’s first-person experience.

Understanding what makes human unique is a fundamental research drive for comparative psychologists. Cognitive abilities such as theory of mind, cooperation or mental time travel have been considered uniquely human. Despite empirical evidence showing that animals other than humans are able (to some extent) of these cognitive achievements, findings are still heavily contested. In this context, being able to abstract relations of similarity has also been considered one of the hallmarks of human cognition. While previous research has shown that other animals (e.g., primates) can attend to relational similarity, less is known about what invertebrates can do. In this talk, I will present a series of spatial matching tasks that previously were used with children and great apes and that I adapted for use with wild-caught bumblebees. The findings from these studies suggest striking similarities between vertebrates and invertebrates in their abilities to attend to relational similarity.

Analogical reasoning is a common reasoning tool for learning and problem-solving. Existing research has extensively studied children’s reasoning when comparing, or choosing from ready-made analogies. Relatively less is known about how children come up with analogies in authentic learning environments. Design education provides a suitable context to investigate how children generate analogies for creative learning purposes. Meanwhile, the frequent use of visual analogies in design provides an additional opportunity to understand the role of spatial reasoning in design-by-analogy. Spatial reasoning is one of the most studied human cognitive factors and is critical to the learning of science, technology, engineering, arts, and mathematics (STEAM). There is growing interest in exploring the interplay between analogical reasoning and spatial reasoning. In this talk, I will share qualitative findings from a case study, where a class of 11-to-12-year-olds in the Netherlands participated in a biomimicry design project. These findings illustrate (1) practical ways to support children’s analogical reasoning in the ideation process and (2) the potential role of spatial reasoning as seen in children mapping form-function relationships in nature analogically and adaptively to those in human designs.

Post traumatic stress disorder (PTSD) is a prevalent and disabling condition that affects larger numbers of children and adolescents worldwide. Until recently, we have understood little about the nature of PTSD reactions in our youngest children (aged under 8 years old). This talk describes our work over the last 15 years working with this very young age group. It overviews how we need a markedly different PTSD diagnosis for very young children, data on the prevalence of this new diagnostic algorithm, and the development of a psychological intervention and its evaluation in a clinical trial.

In cognitive development, learning more than the input provides is a central challenge. This challenge is especially evident in learning the meaning of numbers. Integers – and the quantities they denote – are potentially infinite, as are the fractional values between every integer. Yet children’s experiences of numbers are necessarily finite. Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input. However, retrieving proper analogy requires cognitive supports. In this talk, I seek to propose and examine number lines as a mathematical schema of the number system to facilitate both the development of rational number understanding and analogical reasoning. To examine these hypotheses, I will present a series of educational intervention studies with third-to-fifth graders. Results showed that a short, unsupervised intervention of spatial alignment between integers and fractions on number lines produced broad and durable gains in fractional magnitudes. Additionally, training on conceptual knowledge of fractions – that fractions denote magnitude and can be placed on number lines – facilitates explicit analogical reasoning. Together, these studies indicate that analogies can play an important role in rational number learning with the help of number lines as schemas. These studies shed light on helpful practices in STEM education curricula and instructions.

Socially Assistive Robots (SARs) have shown great potential to help children in therapeutic and healthcare contexts. SARs have been used for companionship, learning enhancement, social and communication skills rehabilitation for children with special needs (e.g., autism), and mood improvement. Robots can be used as novel tools to assess and rehabilitate children’s communication skills and mental well-being by providing affordable and accessible therapeutic and mental health services. In this talk, I will present the various studies I have conducted during my PhD and at the Cambridge Affective Intelligence and Robotics Lab to explore how robots can help assess and rehabilitate children’s communication skills and mental well-being. More specifically, I will provide both quantitative and qualitative results and findings from (i) an exploratory study with children with autism and global developmental disorders to investigate the use of intelligent personal assistants in therapy; (ii) an empirical study involving children with and without language disorders interacting with a physical robot, a virtual agent, and a human counterpart to assess their linguistic skills; (iii) an 8-week longitudinal study involving children with autism and language disorders who interacted either with a physical or a virtual robot to rehabilitate their linguistic skills; and (iv) an empirical study to aid the assessment of mental well-being in children. These findings can inform and help the child-robot interaction community design and develop new adaptive robots to help assess and rehabilitate linguistic skills and mental well-being in children.

Learning verbs is difficult and critical to learning one's native language. Children appear to benefit from seeing multiple events and comparing them to each other, and structural alignment theory provides a good theoretical framework to guide research into how preschool children may be comparing events as they learn new verbs. The talk will include 6 studies of early verb learning that make use of eye-tracking procedures as well as other behavioral (pointing) procedures, and that test key predictions from SA theory including the prediction that seeing similar examples before more varied examples helps observers learn how to compare (progressive alignment) and the prediction that when events have very low alignability with other events, that is one cue that the events should be ignored. Whether or how statistical learning may also be at work will be considered.

Post-diagnostic research on rare genetic developmental disorders presents new opportunities (and a few challenges) for discovery neuroscience and translation. In this talk, Kate will describe and discuss neurodevelopmental phenotypes arising from rare, high penetrance genomic variants which directly influence pre-synaptic vesicle cycling (SVC disorders). She will focus on Synaptotagmin-1 Associated Neurodevelopmental Disorder (also known as Baker Gordon Syndrome), first described in 2015 and now diagnosed in more than 50 children and young people worldwide. She will then present work-in-progress by her group on the neurodevelopmental spectrum of SVC disorders more broadly, and discuss opportunities for collaborative neuroscience which can bridge the gaps between genetic cause and complex neurological, cognitive and mental health outcomes.

Analogical reasoning –learning about new things by relating it to previous knowledge– lies at the heart of human intelligence and creativity and forms the core of educational practice. Children start creating and using analogies early on, making incredible progress moving from associative processes to successful analogical reasoning. For example, if we ask a four-year-old “Horse belongs to stable like chicken belongs to …?” they may use association and reply “egg”, whereas older children will likely give the intended relational response “chicken coop” (or other term to refer to a chicken’s home). Interestingly, despite state-of-the-art AI-language models having superhuman encyclopedic knowledge and superior memory and computational power, our pilot studies show that these large language models often make mistakes providing associative rather than relational responses to verbal analogies. For example, when we asked four- to eight-year-olds to solve the analogy “body is to feet as tree is to …?” they responded “roots” without hesitation, but large language models tend to provide more associative responses such as “leaves”. In this study we examine the similarities and differences between children's and six large language models' (Dutch/multilingual models: RobBERT, BERT-je, M-BERT, GPT-2, M-GPT, Word2Vec and Fasttext) responses to verbal analogies extracted from an online adaptive learning environment, where >14,000 7-12 year-olds from the Netherlands solved 20 or more items from a database of 900 Dutch language verbal analogies.

Analogies between old and new concepts are common during classroom instruction. While previous studies of transfer focus on how features of initial learning guide later transfer to new problem solving, less is known about how to best support analogical transfer from previous learning while children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which often includes analogies between old and new information. Some existing research promotes supporting learners' explicit connections across old and new information within an analogy. In this talk, I will present evidence that instructors can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities "close the transfer space" between old and new learning without additional direct instruction.

Epilepsy is a common and disabling neurologic condition affecting adults and children that results from complex dysfunction of neural networks and is ineffectively treated with current therapies in up to one third of patients. This dysfunction can have especially severe consequences in pediatric age group, where neurodevelopment may be irreversibly affected. Furthermore, although seizures are the most obvious manifestation of epilepsy, the cognitive and psychiatric dysfunction that often coexists in patients with this disorder has the potential to be equally disabling.  Given these challenges, her research program aims to better understand how epileptic activity disrupts the proper development and function of neural networks, with the overall goal of identifying novel biomarkers and systems level treatments for epileptic disorders and their comorbidities, especially those affecting children.

How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.

Space is the universal donor for relations" (Gentner, 2014). This quote is the foundation of my talk. I will explore how and why visual representations and analogies are related, and why. I will also explore how considering the relation between analogy and spatial reasoning can shed light on why and how spatial thinking is correlated with learning in STEM fields. For example, I will consider children’s numbers sense and learning of the number line from the perspective of analogical reasoning.

How and why are analogies spontaneously generated? Despite the prominence of analogy in learning and reasoning, there is little research on whether and how analogy is spontaneously generated in everyday settings. Here we fill this gap by gathering parents' answers to children's real questions, and examining analogy use in parental explanations. Study 1 found that parents used analogy spontaneously in their explanations, despite no prompt nor mention of analogy in the instruction. Study 2 found that these analogical explanations were rated highly by parents, schoolteachers, and university students alike. In Study 3, six-year-olds also rated good analogical explanations highly, but unlike their parents, did not rate them higher than causal, non-analogical explanations. We discuss what makes an analogy a good explanation, and how theories from both explanation and analogy research explain one’s motivation for spontaneously generating analogies.

A core question in human development is how we bring meaning to conventional symbols. This question is deeply connected to understanding how children learn mathematics—a symbol system with unique vocabularies, syntaxes, and written forms. In this talk, I will present findings from a program of research focused on children’s acquisition of place value symbols (i.e., multidigit number meanings). The base-10 symbol system presents a variety of obstacles to children, particularly in English. Children who cannot overcome these obstacles face years of struggle as they progress through the mathematics curriculum of the upper elementary and middle school grades. Through a combination of longitudinal, cross-sectional, and pretest-training-posttest approaches, I aim to illuminate relational learning mechanisms by which children sometimes succeed in mastering the place value system, as well as instructional techniques we might use to help those who do not.

Learning does not occur in isolation. From parent-child interactions to formal classroom environments, humans explore, learn, and communicate in rich, diverse social contexts. Rather than simply observing and copying their conspecifics, humans engage in a range of epistemic practices that actively recruit those around them. What makes human social learning so distinctive, powerful, and smart? In this talk, I will present a series of studies that reveal the remarkably sophisticated inferential abilities that young children show not only in how they learn from others but also in how they help others learn. Children interact with others as learners and as teachers to learn and communicate about the world, about others, and even about the self. The results collectively paint a picture of human social learning that is far more than copying and imitation: It is active, bidirectional, and cooperative. I will end by discussing ongoing work that extends this picture beyond what we typically call “social learning”, with implications for building better machines that learn from and interact with humans.

Children need inference in order to learn the meanings of words. They must infer the referent from the situation in which a target word is said. Furthermore, to be able to use the word in other situations, they also need to infer what other referents the word can be generalized to. As verbs refer to relations between arguments, verb learning requires relational analogical inference, something which is challenging to young children. To overcome this difficulty, young children recruit a diverse range of cues in their inference of verb meanings, including, but not limited to, syntactic cues and social and pragmatic cues as well as statistical cues. They also utilize perceptual similarity (object similarity) in progressive alignment to extract relational verb meanings and further to gain insights about relational verb meanings. However, just having a list of these cues is not useful: the cues must be selected, combined, and coordinated to produce the optimal interpretation in a particular context. This process involves abductive reasoning, similar to what scientists do to form hypotheses from a range of facts or evidence. In this talk, I discuss how children use a chain of inferences to learn meanings of verbs. I consider not only the process of analogical mapping and progressive alignment, but also how children use abductive inference to find the source of analogy and gain insights into the general principles underlying verb learning. I also present recent findings from my laboratory that show that prelinguistic human infants use a rudimentary form of abductive reasoning, which enables the first step of word learning.

The US has an aging population. For the first time in US history, the number of older adults is projected to outnumber that of children by 2034. This combined with the fact that the prevalence of Alzheimer's Disease increases exponentially with age makes for a worrying combination. Mild cognitive impairment (MCI) is an intermediate stage of cognitive decline between being cognitively normal and having full-blown Dementia, with every third person with MCI progressing to dementia of the Alzheimer's Type (DAT). While there is no known way to reverse symptoms once they begin, early prediction of disease can help stall its progression and help with early financial planning. While grey matter volume loss in the Hippocampus and Entorhinal Cortex (EC) are characteristic biomarkers of DAT, little is known about the rates of decrease of these volumes within individuals in MCI state across time. We used longitudinal growth curve models to map individual trajectories of volume loss in subjects with MCI. We then looked at whether these rates of volume decrease could predict progression to DAT right in the MCI stage. Finally, we evaluated whether these rates of Hippocampal and EC volume loss were correlated with individual rates of decline of episodic memory, visuospatial ability, and executive function.

Analogical reasoning is related to everyday learning and scholastic learning and is a robust predictor of g. Therefore, children's ability to reason by analogy is often measured in a school context to gain insight into children's cognitive and intellectual functioning. Often, the ability to reason by analogy is measured by means of conventional, static instruments. Static tests are criticised by researchers and practitioners to provide an overview of what individuals have learned in the past and for this reason are assumed not to tap into the potential for learning, based on Vygotsky's zone of proximal development. This seminar will focus on children's potential for reasoning by analogy, as measured by means of a dynamic test, which has a test-training-test design. In so doing, the potential relationship between dynamic test outcomes and executive functioning will be explored.

Executive control processes and flexible behaviors rely on the integrity of, and dynamic interactions between, large-scale functional brain networks. The right insular cortex is a critical component of a salience/midcingulo-insular network that is thought to mediate interactions between brain networks involved in externally oriented (central executive/lateral frontoparietal network) and internally oriented (default mode/medial frontoparietal network) processes. How these brain systems reconfigure with development is a critical question for cognitive neuroscience, with implications for neurodevelopmental pathologies affecting brain connectivity. I will describe studies examining how brain network dynamics support flexible behaviors in typical and atypical development, presenting evidence suggesting a unique role for the dorsal anterior insular from studies of meta-analytic connectivity modeling, dynamic functional connectivity, and structural connectivity. These findings from adults, typically developing children, and children with autism suggest that structural and functional maturation of insular pathways is a critical component of the process by which human brain networks mature to support complex, flexible cognitive processes throughout the lifespan.

Abstract concepts are a powerful tool to store information efficiently and to make wide-ranging predictions in new situations based on sparse data. Whereas looking-time studies point towards an early emergence of this ability in human infancy, other paradigms like the relational match to sample task often show a failure to detect abstract concepts like same and different until the late preschool years. Similarly, non-human animals have difficulties solving those tasks and often succeed only after long training regimes. Given the huge influence of small task modifications, there is an ongoing debate about the conclusiveness of these findings for the development and phylogenetic distribution of abstract reasoning abilities. Here, we applied the concept of “overhypotheses” which is well known in the infant and cognitive modeling literature to study the capabilities of 3 to 5-year-old children, chimpanzees, and capuchin monkeys in a unified and more ecologically valid task design. In a series of studies, participants themselves sampled reward items from multiple containers or witnessed the sampling process. Only when they detected the abstract pattern governing the reward distributions within and across containers, they could optimally guide their behavior and maximize the reward outcome in a novel test situation. We compared each species’ performance to the predictions of a probabilistic hierarchical Bayesian model capable of forming overhypotheses at a first and second level of abstraction and adapted to their species-specific reward preferences.

Learning and using multiple languages places considerable demands on our cognitive system, and has been shown to modulate the mechanisms of selective attention in both children and adults. Yet the nature of these adaptive changes is still not entirely clear. One possibility is that bilingualism boosts the capacity for selective attention; another is that it leads to a different distribution of this finite resource, aimed at supporting optimal performance under the increased processing demands. I will present a series of studies investigating the nature of modifications of selective attention in bilingualism. Using behavioural and neuroimaging techniques, our data confirm that bilingualism modifies the neural mechanisms of selective attention even in the absence of behavioural differences between monolinguals and bilinguals. They further suggest that, instead of enhanced attentional capacity, these neuroadaptive modifications appear to reflect its redistribution, arguably aimed at economising the available resources to support optimal behavioural performance.

Social learning and analogical reasoning both provide exponential opportunities for learning. These skills have largely been studied independently, but my future research asks how combining skills across previously independent domains could add up to more than the sum of their parts. Analogical reasoning allows individuals to transfer learning between contexts and opens up infinite opportunities for innovation and knowledge creation. Its origins and development, so far, have largely been studied in purely cognitive domains. Constraining analogical development to non-social domains may mistakenly lead researchers to overlook its early roots and limit ideas about its potential scope. Building a bridge between social learning and analogy could facilitate identification of the origins of analogical reasoning and broaden its far-reaching potential. In this talk, I propose that the early emergence of social learning, its saliency, and its meaningful context for young children provides a springboard for learning. In addition to providing a strong foundation for early analogical reasoning, the social domain provides an avenue for scaling up analogies in order to learn to learn from others via increasingly complex and broad routes.

Behavioural difficulties are seen as hallmarks of many neurodevelopmental conditions. Differences in functional brain organisation have been observed in these conditions, but little is known about how they are related to a child’s profile of behavioural difficulties. We investigated whether behavioural difficulties are associated with how the brain is functionally organised in an intentionally heterogeneous and transdiagnostic sample of 957 children aged 5-15. We used consensus community detection to derive data-driven profiles of behavioural difficulties and constructed functional connectomes from a subset of 238 children with resting-state functional Magnetic Resonance Imaging (fMRI) data. We identified three distinct profiles of behaviour that were characterised by principal difficulties with hot executive function, cool executive function, and learning. Global organisation of the functional connectome did not differ between the groups, but multivariate patterns of connectivity at the level of Intrinsic Connectivity Networks (ICNs), nodes, and hubs significantly predicted group membership in held-out data. Fronto-parietal connector hubs were under-connected in all groups relative to a comparison sample, and children with hot vs cool executive function difficulties were distinguished by connectivity in ICNs associated with cognitive control, emotion processing, and social cognition. This demonstrates both general and specific neurodevelopmental risk factors in the functional connectome. (https://www.medrxiv.org/content/10.1101/2021.09.15.21262637v1)

It is well established that the opportunity to compare learning stimuli in a novel word learning/extension task elicits a larger number of conceptually relevant generalizations than standard no-comparison conditions. I will present results suggesting that the effectiveness of comparison depends on factors such as semantic distance, number of training items, dimension distinctiveness and interactions with age. I will address these issues in the case of familiar and unfamiliar object nouns and relational nouns. The alignment strategies followed by children during learning and at test (i.e., when learning items are compared and how children reach a solution) will be described with eye-tracking data. We will also assess the extent to which children’s performance in these tasks are associated with executive functions (inhibition and flexibility) and world knowledge. Finally, we will consider these issues in children with cognitive deficits (Intellectual deficiency, DLD)

Macroscopic brain organisation emerges early in life, even prenatally, and continues to develop through adolescence and into early adulthood. The emergence and continual refinement of large-scale brain networks, connecting neuronal populations across anatomical distance, allows for increasing functional integration and specialisation. This process is thought crucial for the emergence of complex cognitive processes. But how and why is this process so diverse? We used structural neuroimaging collected from a large diverse cohort, to explore how different features of macroscopic brain organisation are associated with diverse cognitive trajectories. We used diffusion-weighted imaging (DWI) to construct whole-brain white-matter connectomes. A simulated attack on each child's connectome revealed that some brain networks were strongly organized around highly connected 'hubs'. The more children's brains were critically dependent on hubs, the better their cognitive skills. Conversely, having poorly integrated hubs was a very strong risk factor for cognitive and learning difficulties across the sample. We subsequently developed a computational framework, using generative network modelling (GNM), to model the emergence of this kind of connectome organisation. Relatively subtle changes within the wiring rules of this computational framework give rise to differential developmental trajectories, because of small biases in the preferential wiring properties of different nodes within the network. Finally, we were able to use this GNM to implicate the molecular and cellular processes that govern these different growth patterns.

A common result is that comparison settings (i.e., several stimuli introduced simultaneously) favor conceptualization and generalization. However still little is known of the solving strategies used by children to compare and generalize novel words. Understanding the temporal dynamics of children’s solving strategies may help assess which processes underlie generalization. We tested children in noun and relational noun generalization tasks and collected eye tracking data. To analyze and interpret the data we followed predictions made by existing models of analogical reasoning and generalization. The data reveals clear patterns of exploration in which participants compare learning items before searching for a solution. Analyses of the beginning of trials show that early comparisons favor generalization and that errors may be caused by a lake of early comparison. Children then pursue their search in different ways according to the task. In this presentation I will present the generalization strategies revealed by eye tracking, compare the strategies from both tasks and confront them to existing models.

Children's emerging ability to acquire and apply relational same-different concepts is often cited as a defining feature of human cognition, providing the foundation for abstract thought. Yet, young learners often struggle to ignore irrelevant surface features to attend to structural similarity instead. I will argue that young children have--and retain--genuine relational concepts from a young age, but tend to neglect abstract similarity due to a learned bias to attend to objects and their properties. Critically, this account predicts that differences in the structure of children's environmental input should lead to differences in the type of hypotheses they privilege and apply. I will review empirical support for this proposal that has (1) evaluated the robustness of early competence in relational reasoning, (2) identified cross-cultural differences in relational and object bias, and (3) provided evidence that contextual factors play a causal role in relational reasoning. Together, these studies suggest that the development of abstract thought may be more malleable and context-sensitive than initially believed.

Hongjing Lu will present a new computational model of Probabilistic Analogical Mapping (PAM, in collaboration with Nick Ichien and Keith Holyoak) that finds systematic correspondences between inputs generated by machine learning. The model adopts a Bayesian framework for probabilistic graph matching, operating on semantic relation networks constructed from distributed representations of individual concepts (word embeddings created by Word2vec) and of relations between concepts (created by our BART model). We have used PAM to simulate a broad range of phenomena involving analogical mapping by both adults and children. Our approach demonstrates that human-like analogical mapping can emerge from comparison mechanisms applied to rich semantic representations of individual concepts and relations. More details can be found https://arxiv.org/ftp/arxiv/papers/2103/2103.16704.pdf