Given ambiguous evidence, preschoolers select informative interventions in their exploratory play (Experiment 1)¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When evidence was ambiguous, preschoolers selected informative interventions during exploratory play. → Cook 2011

Evidence¶

Cook 2011¶

Cook, Claire, Noah D. Goodman, and Laura E. Schulz. (2011). Where Science Starts: Spontaneous Experiments in Preschoolers' Exploratory Play. Cognition. https://doi.org/10.1016/j.cognition.2011.03.003

q3 · i? · causal · r?

The article reports Experiment 1 with preschoolers (mean: 54 months), in which "given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions"; the selection result is attributed to Experiment 1. No effect size is printed in the available text.

"given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions"

Discussion¶

Related Claims¶

• Given ambiguous evidence, preschoolers design informative interventions in their exploratory play (Experiment 2)
• Given unambiguous evidence, preschoolers play indiscriminately and rarely try to isolate candidate causes
• Preschoolers recognize action possibilities (affordances) that allow them to isolate variables when there is information to be gained
• Manipulating stimulus physical properties and base rates of candidate causes changes preschoolers' exploratory play
• Children structure their play to reduce uncertainty and deconfound causal variables — related
• Stress-exposed adolescents fail to follow the optimal exploratory strategy of initial indiscriminate responding — related