NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032631
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1524-8372
Tell Me a Story: How Children's Developing Domain Knowledge Affects Their Story Construction
Sobel, David M.; Weisberg, Deena Skolnick
Journal of Cognition and Development, v15 n3 p465-478 2014
Young children distinguish between the physical and biological domains of knowledge. The current study examines how this distinction is expressed in a story construction task. Three- and 4-year-olds were shown pairs of pictures, one that depicted a normal event and one that depicted an event that violated either physical or biological causal structure. Children were asked to choose which picture to include in a story. Three-year-olds generally showed no systematic patterns of responses when constructing their stories. Four-year-olds, in contrast, made more normal than violation choices overall, and their stories were relatively consistent with regard to the fictional world's internal coherence. When 4-year-olds did include violation events in their stories, those violations tended to be of physical rather than biological causality. These data suggest that a general understanding of impossible events is underpinned by causal domain knowledge.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A