The importance of discovery in children's causal learning from interventions
The importance of discovery in children's causal learning from interventions
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DOI：
10.3389/fpsyg.2010.00176
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发表时间：
2010-01-01
影响因子：
3.8
通讯作者：
Sommerville, Jessica A.
中科院分区：
文献类型：
--
作者：
Sobel, David M.;Sommerville, Jessica A.
当四岁的孩子被允许先采取行动然后观察实验者的行为时，他们在从自己的行为中学习因果结构方面更准确，而不是先观察然后对环境采取行动。发现事件因果效应的儿童（而不是确认他们观察到的另一个发现的事件的有效性）也比只观察实验者对环境行为的儿童更准确；在确认和观察条件下的准确性处于相似水平。这些数据表明，虽然儿童从对环境的行动中学习，但并非所有自我产生的行动都能产生同等的因果学习。
Four-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and then acting on the environment. Children who discovered the causal efficacy of events (as opposed to confirming the efficacy of events that they observed another discover) were also more accurate than children who only observed the experimenter act on the environment; accuracy in the confirmation and observation conditions was at similar levels. These data suggest that while children learn from acting on the environment, not all self-generated action produces equivalent causal learning.