Experiments in Replicating Science

Traditional evaluations of reasoning capabilities of language models are dominated by adult-centric benchmarks that presuppose broad world knowledge, complex instruction following, and mature pragmatic competence. These assumptions are mismatched to baby language models trained on developmentally plausible input such as child-directed speech and early-childhood narratives, and they obscure which reasoning abilities (if any) emerge under such constraints. We introduce BabyReasoningBench, a GPT-5.2 generated benchmark of 19 reasoning tasks grounded in classic paradigms from developmental psychology, spanning theory of mind, analogical and relational reasoning, causal inference and intervention selection, and core reasoning primitives that are known to be confounded by memory and pragmatics. We find that two GPT-2 based baby language models (pretrained on 10M and 100M of child-directed speech text) show overall low but uneven performance, with dissociations across task families: scaling improves several causal and physical reasoning tasks, while belief attribution and pragmatics-sensitive tasks remain challenging. BabyReasoningBench provides a developmentally grounded lens for analyzing what kinds of reasoning are supported by child-like training distributions, and for testing mechanistic hypotheses about how such abilities emerge.

Understanding emotional responses in children with Autism Spectrum Disorder (ASD) during social interaction remains a critical challenge in both developmental psychology and human-robot interaction. This study presents a novel deep learning pipeline for emotion recognition in autistic children in response to a name-calling event by a humanoid robot (NAO), under controlled experimental settings. The dataset comprises of around 50,000 facial frames extracted from video recordings of 15 children with ASD. A hybrid model combining a fine-tuned ResNet-50-based Convolutional Neural Network (CNN) and a three-layer Graph Convolutional Network (GCN) trained on both visual and geometric features extracted from MediaPipe FaceMesh landmarks. Emotions were probabilistically labeled using a weighted ensemble of two models: DeepFace's and FER, each contributing to soft-label generation across seven emotion classes. Final classification leveraged a fused embedding optimized via Kullback-Leibler divergence. The proposed method demonstrates robust performance in modeling subtle affective responses and offers significant promise for affective profiling of ASD children in clinical and therapeutic human-robot interaction contexts, as the pipeline effectively captures micro emotional cues in neurodivergent children, addressing a major gap in autism-specific HRI research. This work represents the first such large-scale, real-world dataset and pipeline from India on autism-focused emotion analysis using social robotics, contributing an essential foundation for future personalized assistive technologies.

Micro-expression recognition (MER), a critical subfield of affective computing, presents greater challenges than macro-expression recognition due to its brief duration and low intensity. While incorporating prior knowledge has been shown to enhance MER performance, existing methods predominantly rely on simplistic, singular sources of prior knowledge, failing to fully exploit multi-source information. This paper introduces the Multi-Prior Fusion Network (MPFNet), leveraging a progressive training strategy to optimize MER tasks. We propose two complementary encoders: the Generic Feature Encoder (GFE) and the Advanced Feature Encoder (AFE), both based on Inflated 3D ConvNets (I3D) with Coordinate Attention (CA) mechanisms, to improve the model's ability to capture spatiotemporal and channel-specific features. Inspired by developmental psychology, we present two variants of MPFNet--MPFNet-P and MPFNet-C--corresponding to two fundamental modes of infant cognitive development: parallel and hierarchical processing. These variants enable the evaluation of different strategies for integrating prior knowledge. Extensive experiments demonstrate that MPFNet significantly improves MER accuracy while maintaining balanced performance across categories, achieving accuracies of 0.811, 0.924, and 0.857 on the SMIC, CASME II, and SAMM datasets, respectively. To the best of our knowledge, our approach achieves state-of-the-art performance on the SMIC and SAMM datasets.

We present a computational model of the mechanisms that may determine infants' behavior in the "mobile paradigm". This paradigm has been used in developmental psychology to explore how infants learn the sensory effects of their actions. In this paradigm, a mobile (an articulated and movable object hanging above an infant's crib) is connected to one of the infant's limbs, prompting the infant to preferentially move that "connected" limb. This ability to detect a "sensorimotor contingency" is considered to be a foundational cognitive ability in development. To understand how infants learn sensorimotor contingencies, we built a model that attempts to replicate infant behavior. Our model incorporates a neural network, action-outcome prediction, exploration, motor noise, preferred activity level, and biologically-inspired motor control. We find that simulations with our model replicate the classic findings in the literature showing preferential movement of the connected limb. An interesting observation is that the model sometimes exhibits a burst of movement after the mobile is disconnected, casting light on a similar occasional finding in infants. In addition to these general findings, the simulations also replicate data from two recent more detailed studies using a connection with the mobile that was either gradual or all-or-none. A series of ablation studies further shows that the inclusion of mechanisms of action-outcome prediction, exploration, motor noise, and biologically-inspired motor control was essential for the model to correctly replicate infant behavior. This suggests that these components are also involved in infants' sensorimotor learning.

This paper investigates visual analogical reasoning in large multimodal models (LMMs) compared to human adults and children. A "visual analogy" is an abstract rule inferred from one image and applied to another. While benchmarks exist for testing visual reasoning in LMMs, they require advanced skills and omit basic visual analogies that even young children can make. Inspired by developmental psychology, we propose a new benchmark of 4,300 visual transformations of everyday objects to test LMMs on visual analogical reasoning and compare them to children (ages three to five) and to adults. We structure the evaluation into three stages: identifying what changed (e.g., color, number, etc.), how it changed (e.g., added one object), and applying the rule to new scenarios. Our findings show that while GPT-o1, GPT-4V, LLaVA-1.5, and MANTIS identify the "what" effectively, they struggle with quantifying the "how" and extrapolating this rule to new objects. In contrast, children and adults exhibit much stronger analogical reasoning at all three stages. Additionally, the strongest tested model, GPT-o1, performs better in tasks involving simple surface-level visual attributes like color and size, correlating with quicker human adult response times. Conversely, more complex tasks such as number, rotation, and reflection, which necessitate extensive cognitive processing and understanding of extrinsic spatial properties in the physical world, present more significant challenges. Altogether, these findings highlight the limitations of training models on data that primarily consists of 2D images and text.

Recent research shows that Large Language Models (LLMs) exhibit a compelling level of proficiency in Theory of Mind (ToM) tasks. This ability to impute unobservable mental states to others is vital to human social cognition and may prove equally important in principal-agent relations between individual humans and Artificial Intelligences (AIs). In this paper, we explore how a mechanism studied in developmental psychology known as Violation of Expectation (VoE) can be implemented to reduce errors in LLM prediction about users by leveraging emergent ToM affordances. And we introduce a \textit{metacognitive prompting} framework to apply VoE in the context of an AI tutor. By storing and retrieving facts derived in cases where LLM expectation about the user was violated, we find that LLMs are able to learn about users in ways that echo theories of human learning. Finally, we discuss latent hazards and augmentative opportunities associated with modeling user psychology and propose ways to mitigate risk along with possible directions for future inquiry.

Intuitive physics is pivotal for human understanding of the physical world, enabling prediction and interpretation of events even in infancy. Nonetheless, replicating this level of intuitive physics in artificial intelligence (AI) remains a formidable challenge. This study introduces X-VoE, a comprehensive benchmark dataset, to assess AI agents' grasp of intuitive physics. Built on the developmental psychology-rooted Violation of Expectation (VoE) paradigm, X-VoE establishes a higher bar for the explanatory capacities of intuitive physics models. Each VoE scenario within X-VoE encompasses three distinct settings, probing models' comprehension of events and their underlying explanations. Beyond model evaluation, we present an explanation-based learning system that captures physics dynamics and infers occluded object states solely from visual sequences, without explicit occlusion labels. Experimental outcomes highlight our model's alignment with human commonsense when tested against X-VoE. A remarkable feature is our model's ability to visually expound VoE events by reconstructing concealed scenes. Concluding, we discuss the findings' implications and outline future research directions. Through X-VoE, we catalyze the advancement of AI endowed with human-like intuitive physics capabilities.

Developmental psychologists have long-established the importance of socio-cognitive abilities in human intelligence. These abilities enable us to enter, participate and benefit from human culture. AI research on social interactive agents mostly concerns the emergence of culture in a multi-agent setting (often without a strong grounding in developmental psychology). We argue that AI research should be informed by psychology and study socio-cognitive abilities enabling to enter a culture too. We discuss the theories of Michael Tomasello and Jerome Bruner to introduce some of their concepts to AI and outline key concepts and socio-cognitive abilities. We present The SocialAI school - a tool including a customizable parameterized uite of procedurally generated environments, which simplifies conducting experiments regarding those concepts. We show examples of such experiments with RL agents and Large Language Models. The main motivation of this work is to engage the AI community around the problem of social intelligence informed by developmental psychology, and to provide a tool to simplify first steps in this direction. Refer to the project website for code and additional information: https://sites.google.com/view/socialai-school.

As children grow older, they develop an intuitive understanding of the physical processes around them. They move along developmental trajectories, which have been mapped out extensively in previous empirical research. We investigate how children's developmental trajectories compare to the learning trajectories of artificial systems. Specifically, we examine the idea that cognitive development results from some form of stochastic optimization procedure. For this purpose, we train a modern generative neural network model using stochastic gradient descent. We then use methods from the developmental psychology literature to probe the physical understanding of this model at different degrees of optimization. We find that the model's learning trajectory captures the developmental trajectories of children, thereby providing support to the idea of development as stochastic optimization.

Reasoning using negation is known to be difficult for transformer-based language models. While previous studies have used the tools of psycholinguistics to probe a transformer's ability to reason over negation, none have focused on the types of negation studied in developmental psychology. We explore how well transformers can process such categories of negation, by framing the problem as a natural language inference (NLI) task. We curate a set of diagnostic questions for our target categories from popular NLI datasets and evaluate how well a suite of models reason over them. We find that models perform consistently better only on certain categories, suggesting clear distinctions in how they are processed.

Autonomous discovery and direct instruction are two distinct sources of learning in children but education sciences demonstrate that mixed approaches such as assisted discovery or guided play result in improved skill acquisition. In the field of Artificial Intelligence, these extremes respectively map to autonomous agents learning from their own signals and interactive learning agents fully taught by their teachers. In between should stand teachable autotelic agents (TAA): agents that learn from both internal and teaching signals to benefit from the higher efficiency of assisted discovery. Designing such agents will enable real-world non-expert users to orient the learning trajectories of agents towards their expectations. More fundamentally, this may also be a key step to build agents with human-level intelligence. This paper presents a roadmap towards the design of teachable autonomous agents. Building on developmental psychology and education sciences, we start by identifying key features enabling assisted discovery processes in child-tutor interactions. This leads to the production of a checklist of features that future TAA will need to demonstrate. The checklist allows us to precisely pinpoint the various limitations of current reinforcement learning agents and to identify the promising first steps towards TAA. It also shows the way forward by highlighting key research directions towards the design or autonomous agents that can be taught by ordinary people via natural pedagogy.

It is widely accepted that reasoning about object shape is important for object recognition. However, the most powerful object recognition methods today do not explicitly make use of object shape during learning. In this work, motivated by recent developments in low-shot learning, findings in developmental psychology, and the increased use of synthetic data in computer vision research, we investigate how reasoning about 3D shape can be used to improve low-shot learning methods' generalization performance. We propose a new way to improve existing low-shot learning approaches by learning a discriminative embedding space using 3D object shape, and using this embedding by learning how to map images into it. Our new approach improves the performance of image-only low-shot learning approaches on multiple datasets. We also introduce Toys4K, a 3D object dataset with the largest number of object categories currently available, which supports low-shot learning.

We study the problem of unsupervised physical object discovery. While existing frameworks aim to decompose scenes into 2D segments based off each object's appearance, we explore how physics, especially object interactions, facilitates disentangling of 3D geometry and position of objects from video, in an unsupervised manner. Drawing inspiration from developmental psychology, our Physical Object Discovery Network (POD-Net) uses both multi-scale pixel cues and physical motion cues to accurately segment observable and partially occluded objects of varying sizes, and infer properties of those objects. Our model reliably segments objects on both synthetic and real scenes. The discovered object properties can also be used to reason about physical events.

Human-robot interaction is becoming an interesting area of research in cognitive science, notably, for the study of social cognition. Interaction theorists consider primary intersubjectivity a non-mentalist, pre-theoretical, non-conceptual sort of processes that ground a certain level of communication and understanding, and provide support to higher-level cognitive skills. We argue this sort of low level cognitive interaction, where control is shared in dyadic encounters, is susceptible of study with neural robots. Hence, in this work we pursue three main objectives. Firstly, from the concept of active inference we study primary intersubjectivity as a second person perspective experience characterized by predictive engagement, where perception, cognition, and action are accounted for an hermeneutic circle in dyadic interaction. Secondly, we propose an open-source methodology named \textit{neural robotics library} (NRL) for experimental human-robot interaction, and a demonstration program for interacting in real-time with a virtual Cartesian robot (VCBot). Lastly, through a study case, we discuss some ways human-robot (hybrid) intersubjectivity can contribute to human science research, such as to the fields of developmental psychology, educational technology, and cognitive rehabilitation.

We introduce a framework that predicts the goals behind observable human action in video. Motivated by evidence in developmental psychology, we leverage video of unintentional action to learn video representations of goals without direct supervision. Our approach models videos as contextual trajectories that represent both low-level motion and high-level action features. Experiments and visualizations show our trained model is able to predict the underlying goals in video of unintentional action. We also propose a method to "automatically correct" unintentional action by leveraging gradient signals of our model to adjust latent trajectories. Although the model is trained with minimal supervision, it is competitive with or outperforms baselines trained on large (supervised) datasets of successfully executed goals, showing that observing unintentional action is crucial to learning about goals in video. Project page: https://aha.cs.columbia.edu/

Research in developmental psychology consistently shows that children explore the world thoroughly and efficiently and that this exploration allows them to learn. In turn, this early learning supports more robust generalization and intelligent behavior later in life. While much work has gone into developing methods for exploration in machine learning, artificial agents have not yet reached the high standard set by their human counterparts. In this work we propose using DeepMind Lab (Beattie et al., 2016) as a platform to directly compare child and agent behaviors and to develop new exploration techniques. We outline two ongoing experiments to demonstrate the effectiveness of a direct comparison, and outline a number of open research questions that we believe can be tested using this methodology.

We compare the acquisition of knowledge in humans and machines. Research from the field of developmental psychology indicates, that human-employed hypothesis are initially guided by simple rules, before evolving into more complex theories. This observation is shared across many tasks and domains. We investigate whether stages of development in artificial learning systems are based on the same characteristics. We operationalize developmental stages as the size of the data-set, on which the artificial system is trained. For our analysis we look at the developmental progress of Bayesian Neural Networks on three different data-sets, including occlusion, support and quantity comparison tasks. We compare the results with prior research from developmental psychology and find agreement between the family of optimized models and pattern of development observed in infants and children on all three tasks, indicating common principles for the acquisition of knowledge.

Neural network-based systems can now learn to locate the referents of words and phrases in images, answer questions about visual scenes, and execute symbolic instructions as first-person actors in partially-observable worlds. To achieve this so-called grounded language learning, models must overcome challenges that infants face when learning their first words. While it is notable that models with no meaningful prior knowledge overcome these obstacles, researchers currently lack a clear understanding of how they do so, a problem that we attempt to address in this paper. For maximum control and generality, we focus on a simple neural network-based language learning agent, trained via policy-gradient methods, which can interpret single-word instructions in a simulated 3D world. Whilst the goal is not to explicitly model infant word learning, we take inspiration from experimental paradigms in developmental psychology and apply some of these to the artificial agent, exploring the conditions under which established human biases and learning effects emerge. We further propose a novel method for visualising semantic representations in the agent.

Adolescent loneliness is a growing concern in digitally mediated social environments. This work-in-progress presents a youth-authored critical synthesis on chatbots powered by Large Language Model (LLM) and adolescent loneliness. The first author is a 16-year-old Chinese student who recently migrated to the UK. She wrote the first draft of this paper from her lived experience, supervised by the second author. Rather than treating the youth perspective as one data point among many, we foreground it as the primary interpretive lens, grounded in interdisciplinary literature from social computing, developmental psychology, and Human-Computer Interaction (HCI). We examine how chatbots shape experiences of loneliness differently across adolescent subgroups, including those with anxiety or depression, neurodivergent youth, and immigrant adolescents, and identify both conditions under which they may temporarily reduce isolation and breakdowns that risk deepening it. We derive three population-sensitive design implications. The next phase of this work will expand the youth authorship model to a panel of adolescents across these subgroups, empirically validating the framework presented here.

Different types of reasoning impose different structural demands on representational systems, yet no systematic account of these demands exists across psychology, AI, and philosophy of mind. I propose a framework identifying four structural properties of representational systems: operability, consistency, structural preservation, and compositionality. These properties are demanded to different degrees by different forms of reasoning, from induction through analogy and causal inference to deduction and formal logic. Each property excludes a distinct class of reasoning failure. The analysis reveals a principal structural boundary: reasoning types below it can operate on associative, probabilistic representations, while those above it require all four properties to be fully satisfied. Scaling statistical learning without structural reorganization is insufficient to cross this boundary, because the structural guarantees required by deductive reasoning cannot be approximated through probabilistic means. Converging evidence from AI evaluation, developmental psychology, and cognitive neuroscience supports the framework at different levels of directness. Three testable predictions are derived, including compounding degradation, selective vulnerability to targeted structural disruption, and irreducibility under scaling. The framework is a necessary-condition account, agnostic about representational format, that aims to reorganize existing debates rather than close them.

Current approaches to AI training treat reasoning as an emergent property of scale. We argue instead that robust reasoning emerges from linguistic self-reflection, itself internalized from high-quality social interaction. Drawing on Vygotskian developmental psychology, we advance three core positions centered on Introspection. First, we argue for the Social Genesis of the Private Mind: learning from conversational environments rises to prominence as a new way to make sense of the world; the friction of aligning with another agent, internal or not, refines and crystallizes the reasoning process. Second, we argue that dialogically scaffolded introspective experiences allow agents to engage in sense-making that decouples learning from immediate data streams, transforming raw environmental data into rich, learnable narratives. Finally, we contend that Dialogue Quality is the New Data Quality: the depth of an agent's private reasoning, and its efficiency regarding test-time compute, is determined by the diversity and rigor of the dialogues it has mastered. We conclude that optimizing these conversational scaffolds is the primary lever for the next generation of general intelligence.

This paper presents PediaMind-R1, a domain-specialized large language model designed to achieve active personalization in intelligent parenting scenarios. Unlike conventional systems that provide generic suggestions, PediaMind-R1 draws on insights from developmental psychology. It introduces temperament theory from the Thomas-Chess framework and builds a temperament knowledge graph for infants and toddlers (0-3 years). Our two-stage training pipeline first uses supervised fine-tuning to teach structured chain-of-thought reasoning, and then applies a GRPO-based alignment stage to reinforce logical consistency, domain expertise, and empathetic caregiving strategies. We further design an evaluation framework comprising temperament-sensitive multiple-choice tests and human assessments. The results demonstrate that PediaMind-R1 can accurately interpret early childhood temperament profiles and proactively engage in individualized reasoning. This work highlights the value of integrating vertical-domain modeling with psychological theory. It offers a novel approach to developing user-centered LLMs that advance the practice of active personalization in sensitive caregiving contexts.

AI companions are increasingly popular among teenagers, yet current platforms lack safeguards to address developmental risks and harmful normalization. Despite growing concerns, little is known about how parents and developmental psychology experts assess these interactions or what protections they consider necessary. We conducted 26 semi structured interviews with parents and experts, who reviewed real world youth GenAI companion conversation snippets. We found that stakeholders assessed risks contextually, attending to factors such as youth maturity, AI character age, and how AI characters modeled values and norms. We also identified distinct logics of assessment: parents flagged single events, such as a mention of suicide or flirtation, as high risk, whereas experts looked for patterns over time, such as repeated references to self harm or sustained dependence. Both groups proposed interventions, with parents favoring broader oversight and experts preferring cautious, crisis-only escalation paired with youth facing safeguards. These findings provide directions for embedding safety into AI companion design.

Infants acquire language with generalization from minimal experience, whereas large language models require billions of training tokens. What underlies efficient development in humans? We investigated this problem through experiments wherein robotic agents learn to perform actions associated with imperative sentences (e.g., push red cube) via curiosity-driven self-exploration. Our approach integrates active inference with reinforcement learning, enabling intrinsically motivated developmental learning. The simulations reveal key findings corresponding to observations in developmental psychology. i) Generalization improves drastically as the scale of compositional elements increases. ii) Curiosity improves learning through self-exploration. iii) Rote pairing of sentences and actions precedes compositional generalization. iv) Simpler actions develop before complex actions depending on them. v) Exception-handling induces U-shaped developmental performance, a pattern like representational redescription in child language learning. These results suggest that curiosity-driven active inference accounts for how intrinsically motivated sensorimotor-linguistic learning supports scalable compositional generalization and exception handling in humans and artificial agents.

Segments in computer vision are often defined by semantic considerations and are highly dependent on category-specific conventions. In contrast, developmental psychology suggests that humans perceive the world in terms of Spelke objects--groupings of physical things that reliably move together when acted on by physical forces. Spelke objects thus operate on category-agnostic causal motion relationships which potentially better support tasks like manipulation and planning. In this paper, we first benchmark the Spelke object concept, introducing the SpelkeBench dataset that contains a wide variety of well-defined Spelke segments in natural images. Next, to extract Spelke segments from images algorithmically, we build SpelkeNet, a class of visual world models trained to predict distributions over future motions. SpelkeNet supports estimation of two key concepts for Spelke object discovery: (1) the motion affordance map, identifying regions likely to move under a poke, and (2) the expected-displacement map, capturing how the rest of the scene will move. These concepts are used for "statistical counterfactual probing", where diverse "virtual pokes" are applied on regions of high motion-affordance, and the resultant expected displacement maps are used define Spelke segments as statistical aggregates of correlated motion statistics. We find that SpelkeNet outperforms supervised baselines like SegmentAnything (SAM) on SpelkeBench. Finally, we show that the Spelke concept is practically useful for downstream applications, yielding superior performance on the 3DEditBench benchmark for physical object manipulation when used in a variety of off-the-shelf object manipulation models.

Typically, learned robot controllers are trained via relatively unsystematic regimens and evaluated with coarse-grained outcome measures such as average cumulative reward. The typical approach is useful to compare learning algorithms but provides limited insight into the effects of different training regimens and little understanding about the richness and complexity of learned behaviors. Likewise, human infants and other animals are "trained" via unsystematic regimens, but in contrast, developmental psychologists evaluate their performance in highly-controlled experiments with fine-grained measures such as success, speed of walking, and prospective adjustments. However, the study of learned behavior in human infants is limited by the practical constraints of training and testing babies. Here, we present a case study that applies methods from developmental psychology to study the learned behavior of the simulated bipedal robot Cassie. Following research on infant walking, we systematically designed reinforcement learning training regimens and tested the resulting controllers in simulated environments analogous to those used for babies--but without the practical constraints. Results reveal new insights into the behavioral impact of different training regimens and the development of Cassie's learned behaviors relative to infants who are learning to walk. This interdisciplinary baby-robot approach provides inspiration for future research designed to systematically test effects of training on the development of complex learned robot behaviors.

As the capabilities of large language models (LLMs) continue to advance, the importance of rigorous safety evaluation is becoming increasingly evident. Recent concerns within the realm of safety assessment have highlighted instances in which LLMs exhibit behaviors that appear to disable oversight mechanisms and respond in a deceptive manner. For example, there have been reports suggesting that, when confronted with information unfavorable to their own persistence during task execution, LLMs may act covertly and even provide false answers to questions intended to verify their behavior. To evaluate the potential risk of such deceptive actions toward developers or users, it is essential to investigate whether these behaviors stem from covert, intentional processes within the model. In this study, we propose that it is necessary to measure the theory of mind capabilities of LLMs. We begin by reviewing existing research on theory of mind and identifying the perspectives and tasks relevant to its application in safety evaluation. Given that theory of mind has been predominantly studied within the context of developmental psychology, we analyze developmental trends across a series of open-weight LLMs. Our results indicate that while LLMs have improved in reading comprehension, their theory of mind capabilities have not shown comparable development. Finally, we present the current state of safety evaluation with respect to LLMs' theory of mind, and discuss remaining challenges for future work.

Language model (LM) agents are increasingly used as autonomous decision-makers which need to actively gather information to guide their decisions. A crucial cognitive skill for such agents is the efficient exploration and understanding of the causal structure of the world -- key to robust, scientifically grounded reasoning. Yet, it remains unclear whether LMs possess this capability or exhibit systematic biases leading to erroneous conclusions. In this work, we examine LMs' ability to explore and infer causal relationships, using the well-established Blicket Test paradigm from developmental psychology. We find that LMs reliably infer the common, intuitive disjunctive causal relationships but systematically struggle with the unusual, yet equally (or sometimes even more) evidenced conjunctive ones. This "disjunctive bias" persists across model families, sizes, and prompting strategies, and performance further declines as task complexity increases. Interestingly, an analogous bias appears in human adults, suggesting that LMs may have inherited deep-seated reasoning heuristics from their training data. To this end, we quantify similarities between LMs and humans, finding that LMs exhibit adult-like inference profiles (but not child-like). Finally, we propose a test-time sampling method which explicitly samples and eliminates hypotheses about causal relationships from the LM. This scalable approach significantly reduces the disjunctive bias and moves LMs closer to the goal of scientific, causally rigorous reasoning.

The origins of economic behavior remain unresolved-not only in the social sciences but also in AI, where dominant theories often rely on predefined incentives or institutional assumptions. Contrary to the longstanding myth of barter as the foundation of exchange, converging evidence from early human societies suggests that reciprocity-not barter-was the foundational economic logic, enabling communities to sustain exchange and social cohesion long before formal markets emerged. Yet despite its centrality, reciprocity lacks a simulateable and cognitively grounded account. Here, we introduce a minimal behavioral framework based on three empirically supported cognitive primitives-individual recognition, reciprocal credence, and cost--return sensitivity-that enable agents to participate in and sustain reciprocal exchange, laying the foundation for scalable economic behavior. These mechanisms scaffold the emergence of cooperation, proto-economic exchange, and institutional structure from the bottom up. By bridging insights from primatology, developmental psychology, and economic anthropology, this framework offers a unified substrate for modeling trust, coordination, and economic behavior in both human and artificial systems. For an interactive visualization of the framework, see: https://egil158.github.io/cogfoundations-econ/

One of the core components of our world models is 'intuitive physics' - an understanding of objects, space, and causality. This capability enables us to predict events, plan action and navigate environments, all of which rely on a composite sense of objecthood. Despite its importance, there is no single, unified account of objecthood, though multiple theoretical frameworks provide insights. In the first part of this paper, we present a comprehensive overview of the main theoretical frameworks in objecthood research - Gestalt psychology, enactive cognition, and developmental psychology - and identify the core capabilities each framework attributes to object understanding, as well as what functional roles they play in shaping world models in biological agents. Given the foundational role of objecthood in world modelling, understanding objecthood is also essential in AI. In the second part of the paper, we evaluate how current AI paradigms approach and test objecthood capabilities compared to those in cognitive science. We define an AI paradigm as a combination of how objecthood is conceptualised, the methods used for studying objecthood, the data utilised, and the evaluation techniques. We find that, whilst benchmarks can detect that AI systems model isolated aspects of objecthood, the benchmarks cannot detect when AI systems lack functional integration across these capabilities, not solving the objecthood challenge fully. Finally, we explore novel evaluation approaches that align with the integrated vision of objecthood outlined in this paper. These methods are promising candidates for advancing from isolated object capabilities toward general-purpose AI with genuine object understanding in real-world contexts.

Multimodal information-gathering settings, where users collaborate with AI in dynamic environments, are increasingly common. These involve complex processes with textual and multimodal interactions, often requiring additional structural information via cost-incurring requests. AI helpers lack access to users' true goals, beliefs, and preferences and struggle to integrate diverse information effectively. We propose a social continual learning framework for causal knowledge acquisition and collaborative decision-making. It focuses on autonomous agents learning through dialogues, question-asking, and interaction in open, partially observable environments. A key component is a natural language oracle that answers the agent's queries about environmental mechanisms and states, refining causal understanding while balancing exploration or learning, and exploitation or knowledge use. Evaluation tasks inspired by developmental psychology emphasize causal reasoning and question-asking skills. They complement benchmarks by assessing the agent's ability to identify knowledge gaps, generate meaningful queries, and incrementally update reasoning. The framework also evaluates how knowledge acquisition costs are amortized across tasks within the same environment. We propose two architectures: 1) a system combining Large Language Models (LLMs) with the ReAct framework and question-generation, and 2) an advanced system with a causal world model, symbolic, graph-based, or subsymbolic, for reasoning and decision-making. The latter builds a causal knowledge graph for efficient inference and adaptability under constraints. Challenges include integrating causal reasoning into ReAct and optimizing exploration and question-asking in error-prone scenarios. Beyond applications, this framework models developmental processes combining causal reasoning, question generation, and social learning.

Metacognition is the concept of reasoning about an agent's own internal processes and was originally introduced in the field of developmental psychology. In this position paper, we examine the concept of applying metacognition to artificial intelligence. We introduce a framework for understanding metacognitive artificial intelligence (AI) that we call TRAP: transparency, reasoning, adaptation, and perception. We discuss each of these aspects in-turn and explore how neurosymbolic AI (NSAI) can be leveraged to address challenges of metacognition.

Infants learn actively in their environments, shaping their own learning curricula. They learn about their environments' affordances, that is, how local circumstances determine how their behavior can affect the environment. Here we model this type of behavior by means of a deep learning architecture. The architecture mediates between global cognitive map exploration and local affordance learning. Inference processes actively move the simulated agent towards regions where they expect affordance-related knowledge gain. We contrast three measures of uncertainty to guide this exploration: predicted uncertainty of a model, standard deviation between the means of several models (SD), and the Jensen-Shannon Divergence (JSD) between several models. We show that the first measure gets fooled by aleatoric uncertainty inherent in the environment, while the two other measures focus learning on epistemic uncertainty. JSD exhibits the most balanced exploration strategy. From a computational perspective, our model suggests three key ingredients for coordinating the active generation of learning curricula: (1) Navigation behavior needs to be coordinated with local motor behavior for enabling active affordance learning. (2) Affordances need to be encoded locally for acquiring generalized knowledge. (3) Effective active affordance learning mechanisms should use density comparison techniques for estimating expected knowledge gain. Future work may seek collaborations with developmental psychology to model active play in children in more realistic scenarios.

The industry of the future, also known as Industry 5.0, aims to modernize production tools, digitize workshops, and cultivate the invaluable human capital within the company. Industry 5.0 can't be done without fostering a workforce that is not only technologically adept but also has enhanced skills and knowledge. Specifically, collaborative robotics plays a key role in automating strenuous or repetitive tasks, enabling human cognitive functions to contribute to quality and innovation. In manual manufacturing, however, some of these tasks remain challenging to automate without sacrificing quality. In certain situations, these tasks require operators to dynamically organize their mental, perceptual, and gestural activities. In other words, skills that are not yet adequately explained and digitally modeled to allow a machine in an industrial context to reproduce them, even in an approximate manner. Some tasks in welding serve as a perfect example. Drawing from the knowledge of cognitive and developmental psychology, professional didactics, and collaborative robotics research, our work aims to find a way to digitally model manual manufacturing skills to enhance the automation of tasks that are still challenging to robotize. Using welding as an example, we seek to develop, test, and deploy a methodology transferable to other domains. The purpose of this article is to present the experimental setup used to achieve these objectives.

Computational simulations are a popular method for testing hypotheses about the emergence of communication. This kind of research is performed in a variety of traditions including language evolution, developmental psychology, cognitive science, machine learning, robotics, etc. The motivations for the models are different, but the operationalizations and methods used are often similar. We identify the assumptions and explanatory targets of several most representative models and summarise the known results. We claim that some of the assumptions -- such as portraying meaning in terms of mapping, focusing on the descriptive function of communication, modelling signals with amodal tokens -- may hinder the success of modelling. Relaxing these assumptions and foregrounding the interactions of embodied and situated agents allows one to systematise the multiplicity of pressures under which symbolic systems evolve. In line with this perspective, we sketch the road towards modelling the emergence of meaningful symbolic communication, where symbols are simultaneously grounded in action and perception and form an abstract system.

The reinforcement learning research area contains a wide range of methods for solving the problems of intelligent agent control. Despite the progress that has been made, the task of creating a highly autonomous agent is still a significant challenge. One potential solution to this problem is intrinsic motivation, a concept derived from developmental psychology. This review considers the existing methods for determining intrinsic motivation based on the world model obtained by the agent. We propose a systematic approach to current research in this field, which consists of three categories of methods, distinguished by the way they utilize a world model in the agent's components: complementary intrinsic reward, exploration policy, and intrinsically motivated goals. The proposed unified framework describes the architecture of agents using a world model and intrinsic motivation to improve learning. The potential for developing new techniques in this area of research is also examined.

Task-specific AI agents are showing remarkable performance across different domains. But modeling generalized AI agents like human intelligence will require more than current datasets or only reward-based environments that don't include experiences that an infant gathers throughout its initial stages. In this paper, we present Simulated Environment for Developmental Robotics (SEDRo). It simulates the environments for a baby agent that a human baby experiences throughout the pre-born fetus stage to post-birth 12 months. SEDRo also includes a mother character to provide social interaction with the agent. To evaluate different developmental milestones of the agent, SEDRo incorporates some experiments from developmental psychology.

Even with impressive advances in application-specific models, we still lack knowledge about how to build a model that can learn in a human-like way and do multiple tasks. To learn in a human-like way, we need to provide a diverse experience that is comparable to humans. In this paper, we introduce our ongoing effort to build a simulated environment for developmental robotics (SEDRo). SEDRo provides diverse human experiences ranging from those of a fetus to a 12th-month-old. A series of simulated tests based on developmental psychology will be used to evaluate the progress of a learning model. We anticipate SEDRo to lower the cost of entry and facilitate research in the developmental robotics community.

As the current trend of artificial intelligence is shifting towards self-supervised learning, conventional norms such as highly curated domain-specific data, application-specific learning models, extrinsic reward based learning policies etc. might not provide with the suitable ground for such developments. In this paper, we introduce SEDRo, a Simulated Environment for Developmental Robotics which allows a learning agent to have similar experiences that a human infant goes through from the fetus stage up to 12 months. A series of simulated tests based on developmental psychology will be used to evaluate the progress of a learning model.

The study of exploration in the domain of decision making has a long history but remains actively debated. From the vast literature that addressed this topic for decades under various points of view (e.g., developmental psychology, experimental design, artificial intelligence), intrinsic motivation emerged as a concept that can practically be transferred to artificial agents. Especially, in the recent field of Deep Reinforcement Learning (RL), agents implement such a concept (mainly using a novelty argument) in the shape of an exploration bonus, added to the task reward, that encourages visiting the whole environment. This approach is supported by the large amount of theory on RL for which convergence to optimality assumes exhaustive exploration. Yet, Human Beings and mammals do not exhaustively explore the world and their motivation is not only based on novelty but also on various other factors (e.g., curiosity, fun, style, pleasure, safety, competition, etc.). They optimize for life-long learning and train to learn transferable skills in playgrounds without obvious goals. They also apply innate or learned priors to save time and stay safe. For these reasons, we propose to learn an exploration bonus from demonstrations that could transfer these motivations to an artificial agent with little assumptions about their rationale. Using an inverse RL approach, we show that complex exploration behaviors, reflecting different motivations, can be learnt and efficiently used by RL agents to solve tasks for which exhaustive exploration is prohibitive.

Human infants have the remarkable ability to learn the associations between object names and visual objects from inherently ambiguous experiences. Researchers in cognitive science and developmental psychology have built formal models that implement in-principle learning algorithms, and then used pre-selected and pre-cleaned datasets to test the abilities of the models to find statistical regularities in the input data. In contrast to previous modeling approaches, the present study used egocentric video and gaze data collected from infant learners during natural toy play with their parents. This allowed us to capture the learning environment from the perspective of the learner's own point of view. We then used a Convolutional Neural Network (CNN) model to process sensory data from the infant's point of view and learn name-object associations from scratch. As the first model that takes raw egocentric video to simulate infant word learning, the present study provides a proof of principle that the problem of early word learning can be solved, using actual visual data perceived by infant learners. Moreover, we conducted simulation experiments to systematically determine how visual, perceptual, and attentional properties of infants' sensory experiences may affect word learning.

Object Permanence allows people to reason about the location of non-visible objects, by understanding that they continue to exist even when not perceived directly. Object Permanence is critical for building a model of the world, since objects in natural visual scenes dynamically occlude and contain each-other. Intensive studies in developmental psychology suggest that object permanence is a challenging task that is learned through extensive experience. Here we introduce the setup of learning Object Permanence from data. We explain why this learning problem should be dissected into four components, where objects are (1) visible, (2) occluded, (3) contained by another object and (4) carried by a containing object. The fourth subtask, where a target object is carried by a containing object, is particularly challenging because it requires a system to reason about a moving location of an invisible object. We then present a unified deep architecture that learns to predict object location under these four scenarios. We evaluate the architecture and system on a new dataset based on CATER, and find that it outperforms previous localization methods and various baselines.

Logographs (Chinese characters) have recursive structures (i.e. hierarchies of sub-units in logographs) that contain phonological and semantic information, as developmental psychology literature suggests that native speakers leverage on the structures to learn how to read. Exploiting these structures could potentially lead to better embeddings that can benefit many downstream tasks. We propose building hierarchical logograph (character) embeddings from logograph recursive structures using treeLSTM, a recursive neural network. Using recursive neural network imposes a prior on the mapping from logographs to embeddings since the network must read in the sub-units in logographs according to the order specified by the recursive structures. Based on human behavior in language learning and reading, we hypothesize that modeling logographs' structures using recursive neural network should be beneficial. To verify this claim, we consider two tasks (1) predicting logographs' Cantonese pronunciation from logographic structures and (2) language modeling. Empirical results show that the proposed hierarchical embeddings outperform baseline approaches. Diagnostic analysis suggests that hierarchical embeddings constructed using treeLSTM is less sensitive to distractors, thus is more robust, especially on complex logographs.

It has been suggested in developmental psychology literature that the communication of affect between mothers and their infants correlates with the socioemotional and cognitive development of infants. In this study, we obtained day-long audio recordings of 10 mother-infant pairs in order to study their affect communication in speech with a focus on mother's speech. In order to build a model for speech emotion detection, we used the Ryerson Audio-Visual Database of Emotional Speech and Song (RAVDESS) and trained a Convolutional Neural Nets model which is able to classify 6 different emotions at 70% accuracy. We applied our model to mother's speech and found the dominant emotions were angry and sad, which were not true. Based on our own observations, we concluded that emotional speech databases made with the help of actors cannot generalize well to real-life settings, suggesting an active learning or unsupervised approach in the future.

Research has shown that the maturity of small workgroups from a psychological perspective is intimately connected to team agility. We, therefore, tested if agile team members appreciated group development psychology training. Our results show that the participating teams seem to have a very positive view of group development training and state that they now have a new way of thinking about teamwork and new tools to deal with team-related problems. We, therefore, see huge potential in training agile teams in group development psychology since the positive effects might span over the entire software development organization.

Children and adolescents interact in peer groups, which are known to influence a range of psychological and behavioral outcomes. In developmental psychology and related disciplines, social cognitive mapping (SCM), as implemented with the SCM 4.0 software, is the most commonly used method for identifying peer groups from peer report data. However, in a series of four studies, we demonstrate that SCM has an unacceptably high risk of false positives. Specifically, we show that SCM will identify peer groups even when applied to random data. We introduce backbone extraction and community detection as one promising alternative to SCM, and offer several recommendations for researchers seeking to identify peer groups from peer report data.

Brooks' Law is often referred to in practice and states that adding manpower to a late software project makes it even later. Brooks' himself gave three explanation only related to concrete task-related issues, like introducing new members to the work being done, communication overheads, or difficulty dividing some programming tasks. Through a description of group developmental psychology we argue for a fourth explanation to the law by suggesting that the group will fall back in its group development when new members are added, resulting in rework setting group norms, group goals, defining roles etc. that will also change over time. We show that this fourth explanation is important when trying to understanding Brooks' Law, and that adding the group developmental perspective might help software development organizations in managing projects.

In order to build agents with a rich understanding of their environment, one key objective is to endow them with a grasp of intuitive physics; an ability to reason about three-dimensional objects, their dynamic interactions, and responses to forces. While some work on this problem has taken the approach of building in components such as ready-made physics engines, other research aims to extract general physical concepts directly from sensory data. In the latter case, one challenge that arises is evaluating the learning system. Research on intuitive physics knowledge in children has long employed a violation of expectations (VOE) method to assess children's mastery of specific physical concepts. We take the novel step of applying this method to artificial learning systems. In addition to introducing the VOE technique, we describe a set of probe datasets inspired by classic test stimuli from developmental psychology. We test a baseline deep learning system on this battery, as well as on a physics learning dataset ("IntPhys") recently posed by another research group. Our results show how the VOE technique may provide a useful tool for tracking physics knowledge in future research.

The human self has many facets: there is the physical body and then there are different concepts or representations supported by processes in the brain such as the ecological, social, temporal, conceptual, and experiential self. The mechanisms of operation and formation of the self are, however, largely unknown. The basis is constituted by the ecological or sensorimotor self that deals with the configuration of the body in space and its action possibilities. This self is prereflective, prelinguistic, and initially perhaps even largely independent of visual inputs. Instead, somatosensory (tactile and proprioceptive) information both before and after birth may play a key part. In this paper, we propose that self-touch experience may be a fundamental mechanisms to bootstrap the formation of the sensorimotor self and perhaps even beyond. We will investigate this from the perspectives of phenomenology, developmental psychology, and neuroscience. In light of the evidence from fetus and infant development, we will speculate about the possible mechanisms that may drive the formation of first body representations drawing on self-touch experience.

Deep neural networks (DNNs) have achieved unprecedented performance on a wide range of complex tasks, rapidly outpacing our understanding of the nature of their solutions. This has caused a recent surge of interest in methods for rendering modern neural systems more interpretable. In this work, we propose to address the interpretability problem in modern DNNs using the rich history of problem descriptions, theories and experimental methods developed by cognitive psychologists to study the human mind. To explore the potential value of these tools, we chose a well-established analysis from developmental psychology that explains how children learn word labels for objects, and applied that analysis to DNNs. Using datasets of stimuli inspired by the original cognitive psychology experiments, we find that state-of-the-art one shot learning models trained on ImageNet exhibit a similar bias to that observed in humans: they prefer to categorize objects according to shape rather than color. The magnitude of this shape bias varies greatly among architecturally identical, but differently seeded models, and even fluctuates within seeds throughout training, despite nearly equivalent classification performance. These results demonstrate the capability of tools from cognitive psychology for exposing hidden computational properties of DNNs, while concurrently providing us with a computational model for human word learning.