Toddlers Learn and Flexibly Apply Multiple Possibilities

Autor/inn/en	Goddu, Mariel K.; Sullivan, J. Nicholas; Walker, Caren M.
Titel	Toddlers Learn and Flexibly Apply Multiple Possibilities
Quelle	In: Child Development, 92 (2021) 6, S.2244-2251 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goddu, Mariel K.) ORCID (Sullivan, J. Nicholas) ORCID (Walker, Caren M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13668
Schlagwörter	Toddlers; Cognitive Processes; Cognitive Development; Causal Models; Abstract Reasoning; Inferences + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Kausalanalyse; Abstraktes Denken; Denken; Inference; Inferenz
Abstract	The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to 30-month olds (N = 104) observed evidence that was consistent with two hypotheses, each occupying a different level of abstraction (individual vs. relational causation). Results suggest that adults and toddlers identified multiple candidate causes for an effect, held these possibilities in mind, and flexibly applied the appropriate hypothesis to inform subsequent inferences. These findings challenge previous suggestions that the ability to consider multiple alternatives does not emerge until much later in development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01