What’s in the Box? Preschoolers Consider Ambiguity, Expected Value, and Information for Future Decisions in Explore-Exploit Tasks

Abstract

Abstract Self-directed exploration in childhood appears driven by a desire to resolve uncertainties in order to learn more about the world. However, in adult decision-making, the choice to explore new information rather than exploit what is already known takes many factors beyond uncertainty (such as expected utilities and costs) into account. The evidence for whether young children are sensitive to complex, contextual factors in making exploration decisions is limited and mixed. Here, we investigate whether modifying uncertain options influences explore-exploit behavior in preschool-aged children (48–68 months). Over the course of three experiments, we manipulate uncertain options’ ambiguity, expected value, and potential to improve epistemic state for future exploration in a novel forced-choice design. We find evidence that young children are influenced by each of these factors, suggesting that early, self-directed exploration involves sophisticated, context-sensitive decision-making under uncertainty.