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Related Concept Videos

Decision Making01:20

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Decision-making is a fundamental cognitive process that involves evaluating alternatives and selecting among them. This process can range from simple choices, such as deciding what to wear, to complex decisions, like choosing a major in college or a career path. The complexity of the decision often dictates the approach we use, which can be broadly categorized into two types: automatic and controlled decision-making.
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The human brain processes information for decision-making using one of two routes: an intuitive system and a rational system (Epstein, 1994; popularized by Kahneman, 2011 as System 1 and System 2, respectively). The intuitive system is quick, impulsive, and operates with minimal effort, relying on emotions or habits to provide cues for what to do next, while the rational system is logical, analytical, deliberate, and methodical. Research in neuropsychology suggests that the...
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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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The process of hypothesis testing based on the traditional method includes calculating the critical value, testing the value of the test statistic using the sample data, and interpreting these values.
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Developmental differences in description-based versus experience-based decision making under risk in children.

Jonathan J Rolison1, Thorsten Pachur2, Teresa McCormack3

  • 1Department of Psychology, University of Essex, Colchester CO4 3SQ, UK.

Journal of Experimental Child Psychology
|March 4, 2022
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Summary
This summary is machine-generated.

Children

Keywords:
ChildrenComputational modelingDecision making under riskDescription-based decision makingExperience-based decision makingRisk taking

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Area of Science:

  • Developmental psychology
  • Cognitive neuroscience
  • Risk-taking behavior

Background:

  • Risk-taking is influenced by temperament and cognitive abilities, which develop rapidly in childhood.
  • Adult decision-making literature distinguishes between description-based (explicit information) and experience-based (past experience) tasks.
  • Few studies have directly compared these decision-making types in children.

Purpose of the Study:

  • To investigate developmental trends in risk-taking using both description-based and experience-based tasks in children.
  • To explore the cognitive capacities underlying age-related changes in decision-making across task types.
  • To examine the relationship between child temperament and decision-making strategies.

Main Methods:

  • 112 children (5-9 years) completed age-appropriate description-based and experience-based decision tasks.
  • Child temperament was assessed via teacher-reported measures.
  • Behavioral data were analyzed, and computational modeling was employed to understand decision-making processes.

Main Results:

  • Willingness to take risks increased with age in description-based tasks but decreased in experience-based tasks.
  • Opposite trends were linked to increased sensitivity to losses and outcome sensitivity in older children.
  • Higher attentional focusing correlated with learning rates and risk-taking biases in specific task domains.

Conclusions:

  • Developmental trajectories of risk-taking differ significantly between description-based and experience-based decision tasks.
  • Cognitive factors like loss sensitivity and outcome sensitivity mediate these age-related changes.
  • Comparing diverse decision-making tasks is crucial for a comprehensive understanding of child development in risk assessment.