The importance of discovery in children’s causal learning from interventions

Four-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and then acting on the environment. Children who discovered the causal efficacy of events (as opposed to conf...

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Bibliographic Details
Main Authors:	David eSobel, Jessica Sommerville
Format:	Article
Language:	English
Published:	Frontiers Media S.A. 2010-11-01
Series:	Frontiers in Psychology
Subjects:	causal learning Interventions Self-Generated Action
Online Access:	http://journal.frontiersin.org/Journal/10.3389/fpsyg.2010.00176/full

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spelling	doaj-a2d2cdf801af46bfbdb1c81057ce4b422020-11-24T22:38:45ZengFrontiers Media S.A.Frontiers in Psychology1664-10782010-11-01110.3389/fpsyg.2010.001762036The importance of discovery in children’s causal learning from interventionsDavid eSobel0Jessica Sommerville1Brown UniversityUniversity of WashingtonFour-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and then acting on the environment. Children who discovered the causal efficacy of events (as opposed to confirming the efficacy of events that they observed another discover) were also more accurate than children who only observed the experimenter act on the environment; accuracy in the confirmation and observation conditions was at similar levels. These data suggest that while children learn from acting on the environment, not all self-generated action produces equivalent causal learning.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2010.00176/fullcausal learningInterventionsSelf-Generated Action
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	David eSobel Jessica Sommerville
spellingShingle	David eSobel Jessica Sommerville The importance of discovery in children’s causal learning from interventions Frontiers in Psychology causal learning Interventions Self-Generated Action
author_facet	David eSobel Jessica Sommerville
author_sort	David eSobel
title	The importance of discovery in children’s causal learning from interventions
title_short	The importance of discovery in children’s causal learning from interventions
title_full	The importance of discovery in children’s causal learning from interventions
title_fullStr	The importance of discovery in children’s causal learning from interventions
title_full_unstemmed	The importance of discovery in children’s causal learning from interventions
title_sort	importance of discovery in children’s causal learning from interventions
publisher	Frontiers Media S.A.
series	Frontiers in Psychology
issn	1664-1078
publishDate	2010-11-01
description	Four-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and then acting on the environment. Children who discovered the causal efficacy of events (as opposed to confirming the efficacy of events that they observed another discover) were also more accurate than children who only observed the experimenter act on the environment; accuracy in the confirmation and observation conditions was at similar levels. These data suggest that while children learn from acting on the environment, not all self-generated action produces equivalent causal learning.
topic	causal learning Interventions Self-Generated Action
url	http://journal.frontiersin.org/Journal/10.3389/fpsyg.2010.00176/full
work_keys_str_mv	AT davidesobel theimportanceofdiscoveryinchildrenscausallearningfrominterventions AT jessicasommerville theimportanceofdiscoveryinchildrenscausallearningfrominterventions AT davidesobel importanceofdiscoveryinchildrenscausallearningfrominterventions AT jessicasommerville importanceofdiscoveryinchildrenscausallearningfrominterventions
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The importance of discovery in children’s causal learning from interventions

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