Explaining Constrains Causal Learning in Childhood

Autor/inn/en	Walker, Caren M.; Lombrozo, Tania; Williams, Joseph J.; Rafferty, Anna N.; Gopnik, Alison
Titel	Explaining Constrains Causal Learning in Childhood
Quelle	In: Child Development, 88 (2017) 1, S.229-246 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12590
Schlagwörter	Young Children; Learning; Influences; Observation; Generalization; Novelty (Stimulus Dimension); Prior Learning + Suchen Sie Ihr Suchwort? Frühe Kindheit; Lernen; Influence; Einfluss; Einflussfaktor; Beobachtung; Vorkenntnisse
Abstract	Three experiments investigate how self-generated explanation influences children's causal learning. Five-year-olds (N = 114) observed data consistent with two hypotheses and were prompted to explain or to report each observation. In Study 1, when making novel generalizations, explainers were more likely to favor the hypothesis that accounted for more observations. In Study 2, explainers favored a hypothesis that was consistent with prior knowledge. Study 3 pitted a hypothesis that accounted for more observations against a hypothesis consistent with prior knowledge. Explainers were more likely to base generalizations on prior knowledge. Findings suggest that attempts to explain drive children to evaluate hypotheses using features of "good" explanations, or those supporting generalizations with broad scope, as informed by children's prior knowledge and observations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01