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ERIC Number: EJ810704
Record Type: Journal
Publication Date: 2008-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0012-1649
Word, Thought, and Deed: The Role of Object Categories in Children's Inductive Inferences and Exploratory Play
Schulz, Laura E.; Standing, Holly R.; Bonawitz, Elizabeth B.
Developmental Psychology, v44 n5 p1266-1276 Sep 2008
Previous research (e.g., S. A. Gelman & E. M. Markman, 1986; A. Gopnik & D. M. Sobel, 2000) suggests that children can use category labels to make inductive inferences about nonobvious causal properties of objects. However, such inductive generalizations can fail to predict objects' causal properties when (a) the property being projected varies within the category, (b) the category is arbitrary (e.g., things smaller than a bread box), or (c) the property being projected is due to an exogenous intervention rather than intrinsic to the object kind. In 4 studies, the authors showed that preschoolers (M = 48 months; range = 42-57 months) were sensitive to these constraints on induction and selectively engaged in exploration when evidence about objects' causal properties conflicted with inductive generalizations from the objects' kind to their causal powers. This suggests that the exploratory actions children generate in free play could support causal learning. (Contains 1 table, 3 figures, and 4 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A