Does the potential to win or lose money influence the confidence one has in one's own decisions? Researchers (UNIGE) investigated confidence bias in a learning context through a system of monetary punishment and reward. They demonstrated that we become more confident in our choices when learning to seek rewards. However, this confidence evolves into over-confidence. Moreover, the monetary gains makes us less flexible, while the fear of losing money preserves our ability to adapt.
A new study by a University of Maryland researcher published in the April 15, 2019, issue of the journal Proceedings of the National Academy of Sciences concludes that exposure to extreme heat and precipitation in prenatal and early childhood years in countries of the global tropics could make it harder for children to attain secondary school education, even for better-off households.
We are more original than we think -- this is what is being suggested by literary text analysis carried out by a new method of stylometry proposed by scientists from the Institute of Nuclear Physics Polish Academy of Sciences. The author's individuality can already be seen in connections between no more than a dozen of words in English text. It turns out that in Slavic languages authorship identification requires even fewer words and is more certain.
Using a statistical approach known as stylometry, which analyzes everything from the poem's meter to the number of times different combinations of letters show up in the text, a team of researchers found new evidence that Beowulf is the work of a single author.
Young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than kids who were never read to, a new study found. This 'million word gap' could be one key in explaining differences in vocabulary and reading development.
New research reveals the impact of poverty on children's brain activity. Researchers studied the brain function of children aged between four months and four years in rural India, and compared their results with children from families in Midwest America. They found that children in India from lower-income backgrounds, where mothers also had a low level of education, had weaker brain activity and were more likely to be distracted.
Are the technologies produced by human civilisations the result of our intellectual abilities or our capacity for imitation? According to an international team consisting of researchers from the University of Exeter, the Université catholique de Lille, the CNRS and Arizona State University, with support from the TSE at Toulouse 1 Capitole university, the creation of effective technologies does not necessarily require an understanding of them.
Artefacts such as bows and arrows do not necessarily prove our ancestors had sophisticated reasoning and understanding of how these tools worked, new research suggests.
New experimental work by an ASU research team suggests that cultural evolution can generate new adaptive knowledge even though people don't understand what they are doing.
There are substantial differences among Americans when it comes to knowledge and understanding of science and scientific processes. People's level of science knowledge varies by education, race, ethnicity and gender.