1-s2.0-S0022096515001642-main.pdf (1.13 MB)
Download file

Children's Use of Interventions to Learn Causal Structure

Download (1.13 MB)
journal contribution
posted on 03.07.2015, 08:48 by T. McCormack, N. Bramley, C. A. Frosch, F. Patrick, D. Lagnado
Children aged between 5 and 8 years freely intervened on a three-variable causal system, with their task being to discover whether it was a common-cause structure or one of two causal chains. From 6-7 years, children were able to use information from their interventions to correctly disambiguate the structure of a causal chain. We used a Bayesian model to examine children’s interventions on the system; this showed that with development children became more efficient in producing the interventions needed to disambiguate the causal structure and that the quality of interventions, as measured by their informativeness, improved developmentally. The latter measure was a significant predictor of children’s correct inferences about the causal structure. A second experiment showed that levels of performance were not reduced in a task in which children did not select and carry out interventions themselves, indicating no advantage for self-directed learning. However, children’s performance was not related to intervention quality in these circumstances, suggesting that children learn in a different way when they carry out interventions themselves.

History

Citation

Journal of Experimental Child Psychology 141 (2016) 1–22

Author affiliation

/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGY/Themes/Neuroscience & Behaviour

Version

VoR (Version of Record)

Published in

Journal of Experimental Child Psychology 141 (2016) 1–22

Publisher

Elsevier for Academic Press

issn

0022-0965

eissn

1096-0457

Copyright date

2015

Available date

04/09/2015

Publisher version

http://www.sciencedirect.com/science/article/pii/S0022096515001642

Language

en

Usage metrics

Categories

Keywords

Licence

Exports