Serious fun: Preschoolers engage in more exploratory play when evidence is confounded
Serious fun: Preschoolers engage in more exploratory play when evidence is confounded
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DOI：
10.1037/0012-1649.43.4.1045
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发表时间：
2007-07-01
影响因子：
4
通讯作者：
Bonawitz, Elizabeth Baraff
中科院分区：
文献类型：
--
作者：
Schulz, Laura E.;Bonawitz, Elizabeth Baraff
长期以来，研究人员、教育工作者和家长都认为，孩子们通过探索性游戏来学习因果关系。然而，先前的研究表明，儿童在设计信息实验方面很差;儿童无法控制相关变量，并且倾向于同时改变多个变量。因此，很少有人知道如何儿童的自发探索可能支持准确的因果推理。在这里，作者认为，儿童的探索性游戏受到他们观察到的证据质量的影响。使用一种新的自由发挥的范例，作者表明，学龄前儿童（平均年龄：57个月）区分混淆和无混淆的证据，优先探索因果混淆（但不匹配的无混淆）玩具，而不是新的玩具，并自发地消除混淆变量的过程中的自由发挥。
Researchers, educators, and parents have long believed that children learn cause and effect relationships through exploratory play. However, previous research suggests that children are poor at designing informative experiments; children fail to control relevant variables and tend to alter multiple variables simultaneously. Thus, little is known about how children's spontaneous exploration might support accurate causal inferences. Here the authors suggest that children's exploratory play is affected by the quality of the evidence they observe. Using a novel free-play paradigm, the authors show that preschoolers (mean age: 57 months) distinguish confounded and unconfounded evidence, preferentially explore causally confounded (but not matched unconfounded) toys rather than novel toys, and spontaneously disambiguate confounded variables in the course of free play.