Development of relational reasoning during adolescence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Non-linear changes in behaviour and in brain activity during adolescent development have been reported in a variety of cognitive tasks. These developmental changes are often interpreted as being a consequence of changes in brain structure, including non-linear changes in grey matter volumes, which occur during adolescence. However, very few studies have attempted to combine behavioural, functional and structural data. This multi-method approach is the one we took in the current study, which was designed to investigate developmental changes in behaviour and brain activity during relational reasoning, the simultaneous integration of multiple relations. We used a relational reasoning task known to recruit rostrolateral prefrontal cortex (RLPFC), a region that undergoes substantial structural changes during adolescence. The task was administered to female participants in a behavioural (N = 178, 7-27 years) and an fMRI study (N = 37, 11-30 years). Non-linear changes in accuracy were observed, with poorer performance during mid-adolescence. fMRI and VBM results revealed a complex picture of linear and possibly non-linear changes with age. Performance and structural changes partly accounted for changes with age in RLPFC and medial superior frontal gyrus activity but not for a decrease in activation in the anterior insula/frontal operculum between mid-adolescence and adulthood. These functional changes might instead reflect the maturation of neurocognitive strategies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it