Children's use of interventions to learn causal structure

    Research output: Contribution to journalArticle

    Published

    View graph of relations

    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.

    Documents

    • Children’s use of interventions to learn causal structure

      Rights statement: Copyright The Authors 2015. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.

      Final published version, 1 MB, PDF-document

    DOI

    Original languageEnglish
    Number of pages22
    Pages (from-to)1-22
    JournalJournal of Experimental Child Psychology
    Journal publication dateJan 2016
    Volume141
    Early online date22 Aug 2015
    DOIs
    StatePublished - Jan 2016

    ID: 16168293