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How Does Childhood Unpredictability Influence Learning and Decision-Making?
How Does Childhood Unpredictability Influence Learning and Decision-Making?
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103150
- ISBN
- 9798315742654
- DDC
- 136
- 저자명
- Xu, Yuyan.
- 서명/저자
- How Does Childhood Unpredictability Influence Learning and Decision-Making?
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 135 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Includes supplementary digital materials.
- 주기사항
- Advisor: Pollak, Seth.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Early-life unpredictability has been linked to long-term cognitive and behavioral adaptations, yet its specific effects on decision-making and learning remain poorly understood. Across three studies, we investigated how childhood unpredictability influences exploration, feedback sensitivity, and cognitive flexibility under different motivational and uncertainty conditions. Study 1 found that children from unpredictable backgrounds engaged in less exploratory behavior, favoring familiar options over strategic information-seeking. Study 2 demonstrated that unpredictability shapes decision-making through inaction bias and feedback sensitivity, with the latter emerging as a key predictor of reduced exploration, particularly in affective contexts. Study 3 examined the role of uncertainty, revealing that unpredictability selectively impairs cognitive flexibility under estimation uncertainty while leaving adaptation to environmental uncertainty intact. Collectively, these findings suggest that childhood unpredictability does not universally impair learning but instead biases decision-making strategies in ways that can be adaptive or maladaptive depending on context. Our results highlight uncertainty sensitivity as a potential core cognitive mechanism linking unpredictability to long-term learning patterns, with implications for developmental theory and intervention design. Future research should explore how these biases extend beyond controlled tasks to real-world social and academic decision-making, and whether targeted interventions can mitigate potential negative consequences by fostering adaptive exploration and learning strategies.
- 일반주제명
- Developmental psychology
- 일반주제명
- Psychology
- 일반주제명
- Cognitive psychology
- 키워드
- Decision-making
- 키워드
- Unpredictability
- 기타저자
- The University of Wisconsin - Madison Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798315742654
■035 ▼a(MiAaPQ)AAI31996347
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aXu, Yuyan.
■24510▼aHow Does Childhood Unpredictability Influence Learning and Decision-Making?
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a135 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aIncludes supplementary digital materials.
■500 ▼aAdvisor: Pollak, Seth.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aEarly-life unpredictability has been linked to long-term cognitive and behavioral adaptations, yet its specific effects on decision-making and learning remain poorly understood. Across three studies, we investigated how childhood unpredictability influences exploration, feedback sensitivity, and cognitive flexibility under different motivational and uncertainty conditions. Study 1 found that children from unpredictable backgrounds engaged in less exploratory behavior, favoring familiar options over strategic information-seeking. Study 2 demonstrated that unpredictability shapes decision-making through inaction bias and feedback sensitivity, with the latter emerging as a key predictor of reduced exploration, particularly in affective contexts. Study 3 examined the role of uncertainty, revealing that unpredictability selectively impairs cognitive flexibility under estimation uncertainty while leaving adaptation to environmental uncertainty intact. Collectively, these findings suggest that childhood unpredictability does not universally impair learning but instead biases decision-making strategies in ways that can be adaptive or maladaptive depending on context. Our results highlight uncertainty sensitivity as a potential core cognitive mechanism linking unpredictability to long-term learning patterns, with implications for developmental theory and intervention design. Future research should explore how these biases extend beyond controlled tasks to real-world social and academic decision-making, and whether targeted interventions can mitigate potential negative consequences by fostering adaptive exploration and learning strategies.
■590 ▼aSchool code: 0262.
■650 4▼aDevelopmental psychology
■650 4▼aPsychology
■650 4▼aCognitive psychology
■653 ▼aChildhood adversity
■653 ▼aCognitive flexibility
■653 ▼aDecision-making
■653 ▼aUnpredictability
■690 ▼a0620
■690 ▼a0621
■690 ▼a0633
■71020▼aThe University of Wisconsin - Madison▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357216▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
