How are different sources of information used to shape goal-directed behavior from childhood to adulthood?

• How do children through adults use difficulty and reward information to guide their cognitive effort exertion? How do they use learnable and instructed information? Does information use depend on metacognition or overall demands of the environment?

• How do children through adults use emotion and reward information to support their learning, decision-making, and memory? How do they use incidental and integral information? Does information use depend on metacognition? Is it consistent or variable across these goal-directed behaviors?

• How do children through adults use time and reward information to make consequential decisions? Does information use depend on the stakes of the decision context? Which cognitive processes underpin age-related changes in these choices?

How do relationships between fluid cognition sub-capacities change with age?

• How does the architecture of fluid cognition change through adolescence?

• Does difficulty and reward information influence fluid cognition sub-capacities consistently or variably through adolescence?

• With increasing age, are some fluid cognition sub-capacities strategically employed to overcome the demands of others?

How do integral and incidental reward associations shape learning, decision-making, and memory strategies across age?

• Characterizing the effect of previous reward on future learning and decision-making from childhood to adulthood

• Characterizing age-related changes in model-free vs. model-based learning

• Characterizing the neurodevelopment of reward-motivated memory processes

What are the cognitive components of multi-step planning?