Children's failure to control variables may reflect adaptive decision-making.
Children's failure to control variables may reflect adaptive decision-making.
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DOI：
10.3758/s13423-022-02120-1
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发表时间：
2022-12
影响因子：
3.5
通讯作者：
Ruggeri A
中科院分区：
文献类型：
--
作者：
Bramley NR;Jones A;Gureckis TM;Ruggeri A
在控制其他变量的同时，一次改变一个变量是科学实验的关键方面，也是STEM课程的核心组成部分。然而，据报道，孩子们很难学习和实施这一策略。为什么儿童关于如何最好地干预因果系统的直觉与科学实践相冲突？数学分析表明，控制变量并不总是最有效的学习策略，其有效性取决于问题的“因果稀疏性”，即有多少变量可能影响结果。我们测试了7- 13岁儿童（n = 104）根据对因果稀疏性的期望调整学习策略的程度。我们报告的新证据表明，以前的一些工作可能低估了儿童的因果学习技能：儿童可以执行和解释对照实验，对因果稀疏性敏感，并使用这些信息来定制他们的测试策略，表现出适应性决策。在线版本包含补充材料，可在10.3758/s13423-022-02120-1获得。
Changing one variable at a time while controlling others is a key aspect of scientific experimentation and a central component of STEM curricula. However, children reportedly struggle to learn and implement this strategy. Why do children’s intuitions about how best to intervene on a causal system conflict with scientific practices? Mathematical analyses have shown that controlling variables is not always the most efficient learning strategy, and that its effectiveness depends on the “causal sparsity” of the problem, i.e., how many variables are likely to impact the outcome. We tested the degree to which 7- to 13-year-old children (n = 104) adapt their learning strategies based on expectations about causal sparsity. We report new evidence demonstrating that some previous work may have undersold children’s causal learning skills: Children can perform and interpret controlled experiments, are sensitive to causal sparsity, and use this information to tailor their testing strategies, demonstrating adaptive decision-making. The online version contains supplementary material available at 10.3758/s13423-022-02120-1.
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