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Abstract Lieder and Griffiths present the computational framework “resource-rational analysis” to address the reverse-engineering problem in cognition. Here we discuss how developmental psychology affords a unique and critical opportunity to employ this framework, but which is overlooked in this piece. We describe how developmental change provides an avenue for ongoing work as well as inspiration for expansion of the resource-rational approach. 

Previous research evaluating the influence of category knowledge on memory found that children, like adults, rely on category information to facilitate recall (Duffy, Huttenlocher, & Crawford, 2006). A model that combines category and target information (Integrative) provides a superior fit to preschoolers recall data compared to a category only (Prototype) and target only (Target) model (Macias, Persaud, Hemmer, & Bonawitz, in revision). Utilizing data and computational approaches from Macias et al., (in revision), we explore whether individual and age-related differences persist in the model fits. Results revealed that a greater proportion of preschoolers recall was best fit by the Prototype model and trials where children displayed individuating behaviors, such as spontaneously labeling, were also best fit by the Prototype model. Furthermore, the best fitting model varied by age. This work demonstrates a rich complexity and variation in recall between developmental groups that can be illuminated by computationally evaluating individual differences.