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Learning What to Change: Young Children Use "Difference-Making" to Identify Causally Relevant Variables
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Goddu, Mariel K.; Gopnik, Alison – Developmental Psychology, 2020
Novel causal systems pose a problem of variable choice: How can a reasoner decide which variable is causally relevant? Which variable in the system should a learner manipulate to try to produce a desired, yet unfamiliar, casual outcome? In much causal reasoning research, participants learn how a particular set of preselected variables produce a…
Descriptors: Young Children, Causal Models, Logical Thinking, Inferences
Structure and Development of Causal-Experimental Thought: From Early Adolescence to Youth.
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Demetriou, Andreas; And Others – Developmental Psychology, 1993
Describes a theory of cognition which posits specialized structural systems (SSSs) that enable individuals to represent and understand domains of knowledge. Three test batteries assessed 12-16 year olds' abilities to think combinatorially, form hypotheses, design experiments, and construct models or theories. Suggests that the results of tests…
Descriptors: Adolescent Development, Adolescents, Causal Models, Cognitive Development
The Development of Bases for Trait Attribution: Children's Understanding of Traits as Causal Mechanisms Based on Desire.
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Yuill, Nicola; Pearson, Anna – Developmental Psychology, 1998
Two studies investigated 4- to 7-year-olds' understanding that trait can be causal mechanisms based on desires or mere summaries of behavioral regularities. Results suggested that children change from viewing traits as behavioral regularities to understanding them as internal mediators and that advances in understanding desire underlie this…
Descriptors: Age Differences, Attribution Theory, Beliefs, Causal Models
Learning Rate, Learning Opportunities, and the Development of Forgetting.
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Brainerd, C. J.; Reyna, V. F. – Developmental Psychology, 1995
Two experiments used causal models to examine possible relationships among age, learning rates, learning opportunities and forgetting rates. Found that forgetting rates declined markedly between early and late childhood. (ET)
Descriptors: Age Differences, Causal Models, Children, Cognitive Development
Does Quality of Child Care Affect Child Outcomes at Age 4 1/2?
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Developmental Psychology, 2003
Data from the NICHD Study of Early Child Care were examined to explore five propositions that would support a causal relationship between child care quality and child outcomes at age 4.5 years. Three propositions were supported, particularly in the cognitive domain. Associations between quality and outcomes remained even with child and family…
Descriptors: Causal Models, Child Care, Child Care Effects, Child Care Quality