ERIC Number: EJ827597
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 36
The Development of Children's Ability to Use Evidence to Infer Reality Status
Tullos, Ansley; Woolley, Jacqueline D.
Child Development, v80 n1 p101-114 Jan-Feb 2009
These studies investigate children's use of scientific reasoning to infer the reality status of novel entities. Four- to 8-year-olds heard about novel entities and were asked to infer their reality status from 3 types of evidence: supporting evidence, irrelevant evidence, and no evidence. Experiment 1 revealed that children used supporting versus irrelevant and no evidence differentially. Experiment 2 demonstrated that children without initial reality status biases were better at evaluating evidence than were biased children. In conclusion, the ability to infer reality status from evidence develops incrementally between ages 4 and 6, and children perform better when their evaluation is free from bias.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A