Effects of explaining on children's preference for simpler hypotheses
Effects of explaining on children's preference for simpler hypotheses
复制标题
解释对儿童偏好更简单假设的影响
DOI：
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发表时间：
2017
影响因子：
3.5
通讯作者：
T. Lombrozo
中科院分区：
文献类型：
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作者：
Caren M. Walker;E. Bonawitz;T. Lombrozo
研究表明，解释的过程通过促使学习者倾向于提供“好”解释的假设来影响因果推理。一个好的解释的特点之一是它的简单。在这里，我们调查是否促使儿童产生的解释观察到的影响增加的程度，他们赞成因果假设，提供更简单的解释，以及是否在发展过程中发生变化。4岁、5岁和6岁的儿童观察到了几种结果，这些结果可以通过诉诸一个共同的原因（简单假设）或两个独立的原因（复杂假设）来解释。我们改变了孩子们是否被要求解释每一个观察结果，或者在控制条件下，报告它，然后要求孩子们做出额外的推断，竞争的假设产生了不同的预测。结果显示，在这个任务中，孩子们在多大程度上倾向于更简单的假设作为进一步推理的基础，这一点存在发展差异：4岁的孩子在两种情况下都不倾向于更简单的假设; 5岁的孩子只有在被提示解释时才倾向于更简单的假设; 6岁的孩子无论是否解释，都倾向于更简单的假设。
Research suggests that the process of explaining influences causal reasoning by prompting learners to favor hypotheses that offer “good” explanations. One feature of a good explanation is its simplicity. Here, we investigate whether prompting children to generate explanations for observed effects increases the extent to which they favor causal hypotheses that offer simpler explanations, and whether this changes over the course of development. Children aged 4, 5, and 6 years observed several outcomes that could be explained by appeal to a common cause (the simple hypothesis) or two independent causes (the complex hypothesis). We varied whether children were prompted to explain each observation or, in a control condition, to report it. Children were then asked to make additional inferences for which the competing hypotheses generated different predictions. The results revealed developmental differences in the extent to which children favored simpler hypotheses as a basis for further inference in this task: 4-year-olds did not favor the simpler hypothesis in either condition; 5-year-olds favored the simpler hypothesis only when prompted to explain; and 6-year-olds favored the simpler hypothesis whether or not they explained.
影响因子：
5.4
作者：
Gopnik, A;Glymour, C;Danks, D
通讯作者：
Danks, D