Explaining Constrains Causal Learning in Childhood

CHILD DEVELOPMENT, pp. 229-246, 2017.

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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 accoun...More

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