Paul J. Muentener

Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events.

Toddlers readily learn predictive relations between events (e.g., that event A predicts event B). However, they intervene on A to try to cause B only in a few contexts: When a dispositional agent initiates the event or when the event is described with causal language. The current studies look at whether toddlers’ failures are due merely to the difficulty of initiating interventions or to more general constraints on the kinds of events they represent as causal. Toddlers saw a block slide towards a base, but an occluder prevented them from seeing whether the block contacted the base; after the block disappeared behind the occluder, a toy connected to the base did or did not activate. We hypothesized that if toddlers construed the events as causal, they would be sensitive to the contact relations between the participants in the predictive event. In Experiment 1, the block either moved spontaneously (no dispositional agent) or emerged already in motion (a dispositional agent was potentially present). Toddlers were sensitive to the contact relations only when a dispositional agent was potentially present. Experiment 2 confirmed that toddlers inferred a hidden agent was present when the block emerged in motion. In Experiment 3, the block moved spontaneously, but the events were described either with non-causal (“here’s my block”) or causal (“the block can make it go”) language. Toddlers were sensitive to the contact relations only when given causal language. These findings suggest that dispositional agency and causal language facilitate toddlers’ ability to represent causal relationships.

Toddlers infer unobserved causes for spontaneous events

Previous research suggests that children infer the presence of unobserved causes when objects appear to move spontaneously. Are such inferences limited to motion events or do children assume that unexplained physical events have causes more generally? Here we introduce an apparently spontaneous event and ask whether, even in the absence of spatiotemporal and co-variation cues linking the events, toddlers treat a plausible variable as a cause of the event. Toddlers (24 months) saw a toy that appeared to light up either spontaneously or after an experimenter’s action. Toddlers were also introduced to a button but were not shown any predictive relation between the button and the light. Across three different dependent measures of exploration, predictive looking (Study 1), prompted intervention (Study 2), and spontaneous exploration (Study 3), toddlers were more likely to represent the button as a cause of the light when the event appeared to occur spontaneously. In Study 4, we found that even in the absence of a plausible candidate cause, toddlers engaged in selective exploration when the light appeared to activate spontaneously. These results suggest that toddlers’ exploration is guided by the causal explanatory power of events.

A Pilot Randomized Controlled Trial of a New Supplementary Food Designed to Enhance Cognitive Performance during Prevention and Treatment of Malnutrition in Childhood

Abstract Background: Cognitive impairment associated with childhood malnutrition and stunting is generally considered irreversible. Objective: The aim was to test a new nutritional supplement for the prevention and treatment of moderate-acute malnutrition (MAM) focused on enhancing cognitive performance. Methods: An 11-wk, village-randomized, controlled pilot trial was conducted in 78 children aged 1–3 or 5–7 y living in villages in Guinea-Bissau. The supplement contained 291 kcal/d for young children and 350 kcal/d for older children and included 5 nutrients and 2 flavan-3-ol–rich ingredients not present in current food-based recommendations for MAM. Local bakers prepared the supplement from a combination of locally sourced items and an imported mix of ingredients, and it was administered by community health workers 5 d/wk. The primary outcome was executive function abilities at 11 wk. Secondary outcomes included additional cognitive measures and changes in z scores for weight (weight-for-age) and height (height-for-age) and hemoglobin concentrations at 11 wk. An index of cerebral blood flow (CBF) was also measured at 11 wk to explore the use of this measurement as a biological index of cognitive impairment. Results: There were no significant differences in any outcome between groups at baseline. There was a beneficial effect of random assignment to the supplement group on working memory at 11 wk in children aged 1–3 y (P < 0.05). This difference contrasted with no effect in older children and was not associated with faster growth rate. In addition, CBF correlated with task-switching performance (P < 0.05). Conclusions: These preliminary data suggest that cognitive impairment can be monitored with measurement of CBF. In addition, the findings provide preliminary data that suggest that it may be possible to improve poor cognitive performance in young children through changes in the nutritional formulation of supplementary foods used to prevent and treat MAM. Powered studies of the new supplement formulation are needed. This trial was registered at clinicaltrials.gov as NCT03017209.

One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes

Significance We find that very young children make fine-grained distinctions among positive emotional expressions and connect diverse emotional vocalizations to their probable eliciting causes. Moreover, when infants see emotional reactions that are improbable, given observed causes, they actively search for hidden causes. The results suggest that early emotion understanding is not limited to discriminating a few basic emotions or contrasts across valence; rather, young children’s understanding of others’ emotional reactions is nuanced and causal. The findings have implications for research on the neural and cognitive bases of emotion reasoning, as well as investigations of early social relationships. The ability to understand why others feel the way they do is critical to human relationships. Here, we show that emotion understanding in early childhood is more sophisticated than previously believed, extending well beyond the ability to distinguish basic emotions or draw different inferences from positively and negatively valenced emotions. In a forced-choice task, 2- to 4-year-olds successfully identified probable causes of five distinct positive emotional vocalizations elicited by what adults would consider funny, delicious, exciting, sympathetic, and adorable stimuli (Experiment 1). Similar results were obtained in a preferential looking paradigm with 12- to 23-month-olds, a direct replication with 18- to 23-month-olds (Experiment 2), and a simplified design with 12- to 17-month-olds (Experiment 3; preregistered). Moreover, 12- to 17-month-olds selectively explored, given improbable causes of different positive emotional reactions (Experiments 4 and 5; preregistered). The results suggest that by the second year of life, children make sophisticated and subtle distinctions among a wide range of positive emotions and reason about the probable causes of others’ emotional reactions. These abilities may play a critical role in developing theory of mind, social cognition, and early relationships.

Giving the giggles: prediction, intervention, and young children's representation of psychological events.

Adults recognize that if event A predicts event B, intervening on A might generate B. Research suggests that young children have difficulty making this inference unless the events are initiated by goal-directed actions [1]. The current study tested the domain-generality and development of this phenomenon. Replicating previous work, when the events involved a physical outcome, toddlers (mean: 24 months) failed to generalize the outcome of spontaneously occurring predictive events to their own interventions; toddlers did generalize from prediction to intervention when the events involved a psychological outcome. We discuss these findings as they bear on the development of causal concepts.