Forces and Motion: How Young Children Understand Causal Events

Autor/inn/en	Goksun, Tilbe; George, Nathan R.; Hirsh-Pasek, Kathy; Golinkoff, Roberta M.
Titel	Forces and Motion: How Young Children Understand Causal Events
Quelle	In: Child Development, 84 (2013) 4, S.1285-1295 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12035
Schlagwörter	Preschool Children; Cognitive Processes; Child Development; Motion; Games; Prediction; Concept Formation; Coding; Reliability; Error Patterns + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Kindesentwicklung; Bewegungsablauf; Game; Spiel; Spiele; Vorhersage; Concept learning; Begriffsbildung; Codierung; Programmierung; Reliabilität; Fehlertyp
Abstract	How do children evaluate complex causal events? This study investigates preschoolers' representation of "force dynamics" in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three-and-a half- to 5.5-year-olds ("n" = 60) played a board game in which they were asked to predict the endpoint of a ball being acted upon by one or two forces. Children mostly understood the interactions of forces underlying each type of cause; only 5.5-year-olds could integrate two contradictory forces. Children perceive force interactions underlying causal events, but some concepts might not be fully understood until later in childhood. This study provides a new way of thinking about causal relations. (Contains 4 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10