Children's Thinking about Counterfactuals and Future Hypotheticals as Possibilities

Autor/inn/en	Beck, Sarah R.; Robinson, Elizabeth J.; Carroll, Daniel J.; Apperly, Ian A.
Titel	Children's Thinking about Counterfactuals and Future Hypotheticals as Possibilities
Quelle	In: Child Development, 77 (2006) 2, S.413-426 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00879.x
Schlagwörter	Educational Experiments; Child Development; Young Children; Probability; Problem Solving; Convergent Thinking; Logical Thinking; Hypothesis Testing; Educational Games + Suchen Sie Ihr Suchwort? Schulversuch; Kindesentwicklung; Frühe Kindheit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; Hypothesenprüfung; Hypothesentest; Educational game; Lernspiel
Abstract	Two experiments explored whether children's correct answers to counter factual and future hypothetical questions were based on an understanding of possibilities. Children played a game in which a toy mouse could run down either 1 of 2 slides. Children found it difficult to mark physically both possible outcomes, compared to reporting a single hypothetical future event, "What if next time he goes the other way..." (Experiment 1: 3-4-year-olds and 4-5-year-olds), or a single counterfactual event, "What if he had gone the other way...?" (Experiment 2: 3-4-year-olds and 5-6-year-olds). An open counterfactual question, "Could he have gone anywhere else?," which required thinking about the counterfactual as an alternative possibility, was also relatively difficult. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10