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Preschool children's understanding of causal connections
Author(s) -
Bullock Merry
Publication year - 1984
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1111/j.2044-835x.1984.tb00777.x
Subject(s) - psychology , surprise , developmental psychology , mechanism (biology) , object (grammar) , connection (principal bundle) , cognitive psychology , cognitive development , communication , cognition , epistemology , linguistics , philosophy , structural engineering , neuroscience , engineering
Preschool‐aged children's understanding of causal mechanism was assessed by showing them a simple event sequence in which two objects moved in tandem. The central question was whether children would infer the presence of a mechanism linking the two objects whose movement covaried. This was tested by assessing five responses: actions when asked to move one object, explanations for how the object moved, predictions as to whether both objects would still move without a connection, inferences about the nature and location of the connection, and surprise when the objects moved without any apparent connection. The results from 3‐, 4‐ and 5‐year‐olds indicated that an understanding of mechanism is firmly established by 5 years but fragile at 3 years and only revealed by some response modes. The implications of the results concerning how to characterize and test for early competence are discussed.