Conditional Probability versus Spatial Contiguity in Causal Learning: Preschoolers Use New Contingency Evidence to Overcome Prior Spatial Assumptions

Autor/inn/en	Kushnir, Tamar; Gopnik, Alison
Titel	Conditional Probability versus Spatial Contiguity in Causal Learning: Preschoolers Use New Contingency Evidence to Overcome Prior Spatial Assumptions
Quelle	In: Developmental Psychology, 43 (2007) 1, S.186-196 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Toys; Inferences; Probability; Novelty (Stimulus Dimension); Association (Psychology); Conditioning; Spatial Ability; Visual Stimuli; Preschool Education; Preschool Children + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Inference; Inferenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Assoziation; Räumliches Vorstellungsvermögen; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	This study examines preschoolers' causal assumptions about spatial contiguity and how these assumptions interact with new evidence in the form of conditional probabilities. Preschoolers saw a toy that activated in the presence of certain objects. Children were shown evidence for the toy's activation rule in the form of patterns of probability: The toy was more likely to activate either when objects made contact with its surface (on condition) or when objects were several inches above its surface (over condition). In Experiment 1, 61 three-year-olds saw a deterministic activation rule. In Experiments 2 and 3, 48 four-year-olds saw an activation rule that was probabilistic. In Experiment 4, 30 four-year-olds saw a screening-off pattern of activation. In all 4 experiments, children used new evidence in the form of patterns of probability to make accurate causal inferences, even in the face of conflicting prior beliefs about spatial contiguity. However, children were more likely to make correct inferences when causes were spatially contiguous, particularly when faced with ambiguous evidence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10