Encouraging children to think counterfactually enhances blocking in a causal learning task.
Encouraging children to think counterfactually enhances blocking in a causal learning task.
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鼓励孩子反事实思考可以增强因果学习任务中的阻碍。
DOI：
10.1080/17470218.2013.767847
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
McCormack T
中科院分区：
文献类型：
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作者：
McCormack T
根据高阶推理的解释，推理推理过程支持在因果学习中广泛观察到的线索竞争效应。阻塞所需的推理已经被描述为模量（如果p则q，而不是q因此不是p）。众所周知，幼儿很难进行这种推断，但对成年人的研究表明，如果参与者以反事实的方式思考，这种推断会更容易。在这项研究中，100名儿童（51名5岁儿童和49名6至7岁儿童）被分配到两种类型的预训练组。反事实组观察线索与结果配对的演示，并回答关于如果线索的因果状态不同，结果会是什么的问题，而事实组回答关于相同演示的事实问题。然后，孩子们完成了一个因果学习任务。反事实预训练提高了阻塞和模式推理的水平，但仅适用于年龄较小的儿童。这些发现为推理推理在因果学习中的重要作用提供了新的证据。
According to a higher order reasoning account, inferential reasoning processes underpin the widely observed cue competition effect of blocking in causal learning. The inference required for blocking has been described as modus tollens (if p then q, not q therefore not p). Young children are known to have difficulties with this type of inference, but research with adults suggests that this inference is easier if participants think counterfactually. In this study, 100 children (51 five-year-olds and 49 six- to seven-year-olds) were assigned to two types of pretraining groups. The counterfactual group observed demonstrations of cues paired with outcomes and answered questions about what the outcome would have been if the causal status of cues had been different, whereas the factual group answered factual questions about the same demonstrations. Children then completed a causal learning task. Counterfactual pretraining enhanced levels of blocking as well as modus tollens reasoning but only for the younger children. These findings provide new evidence for an important role for inferential reasoning in causal learning.