Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy’s causal and non-causal properties to children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved (...) explanation. Dependent measures included whether children understood the toy’s functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization, but does not improve (and in younger children, can even impair) memory for causally-irrelevant perceptual details. (shrink)

Although storybooks are often used as pedagogical tools for conveying moral lessons to children, the ability to spontaneously extract "the moral" of a story develops relatively late. Instead, children tend to represent stories at a concrete level - one that highlights surface features and understates more abstract themes. Here we examine the role of explanation in 5- and 6-year-old children's developing ability to learn the moral of a story. Two experiments demonstrate that, relative to a control condition, prompts to explain (...) aspects of a story facilitate children's ability to override salient surface features, abstract the underlying moral, and generalize that moral to novel contexts. In some cases, generating an explanation is more effective than being explicitly told the moral of the story, as in a more traditional pedagogical exchange. These findings have implications for moral comprehension, the role of explanation in learning, and the development of abstract reasoning in early childhood. (shrink)

In this paper, we investigate the informativeness of 4- to 6-year-old children’s questions using a combined qualitative and quantitative approach. Children were presented with a hierarchical version of the 20-questions game, in which they were given an array of objects that could be organized into three category levels based on shared features. We then tested whether it is possible to scaffold children’s question-asking abilities without extensive training. In particular, we supported children’s categorization performance by providing the object-related features needed to (...) ask effective constraint-seeking questions. We found that with both age and scaffolding children asked more effective questions, targeting higher category levels and therefore reaching the solution with fewer questions. We discuss the practical and theoretical implications of these results. (shrink)

The ability to represent same-different relations is an important condition for abstract thought. However, there is mixed evidence for when this ability develops, both ontogenetically and phylogenetically. Apparent success in relational reasoning may be evidence for genuine conceptual understanding or may be the result of low-level, perceptual strategies. We introduce a method to discriminate these possibilities by pitting two conditions that are perceptually matched but conceptually different: in a "fused" condition, same and different objects are joined, creating single objects that (...) have the same perceptual features as the two object pairs in the "relational" condition. However, the "fused" objects do not provide evidence for the relation 'same.' Using this method with human toddlers in a causal relational reasoning task provides evidence for genuine conceptual understanding. This novel technique offers a simple manipulation that may be applied to a variety of existing match-to-sample procedures used to assess same-different reasoning to include in future research with non-human animals across species, as well as human infants. (shrink)

How do people come to opposite causal judgments about societal problems, such as whether a public health policy reduced COVID‐19 cases? The current research tests an understudied cognitive mechanism in which people may agree about what actually happened (e.g., that a public health policy was implemented and COVID‐19 cases declined), but can be made to disagree about the counterfactual, or what would have happened otherwise (e.g., whether COVID‐19 cases would have declined naturally without intervention) via comparison cases. Across two preregistered (...) studies (total N = 480), participants reasoned about the implementation of a public policy that was followed by an immediate decline in novel virus cases. Study 1 shows that people's judgments about the causal impact of the policy could be pushed in opposite directions by emphasizing comparison cases that imply different counterfactual outcomes. Study 2 finds that people recognize they can use such information to influence others. Specifically, in service of persuading others to support or reject a public health policy, people systematically showed comparison cases implying the counterfactual outcome that aligned with their position. These findings were robust across samples of U.S. college students and politically and socioeconomically diverse U.S. adults. Together, these studies suggest that implied counterfactuals are a powerful tool that individuals can use to manufacture others’ causal judgments and warrant further investigation as a mechanism contributing to belief polarization. (shrink)