Conceptual and Linguistic Factors in Children's Memory for Causal Expressions

Abstract

The present study examined children's memory for causal expressions as a measure of their implicit knowledge. In experiment I, first-, third-, and fifth-graders were asked to recall descriptions of causal sequences including "if" and "because" statements. Protocols were scored for recall of causal ideas and use of the terms "if" and "because." Results showed significant age differences in recall of causal ideas, but mostly with regard to causal explanations and not concepts of covariance. Significant increases were also found in recall of the terms "if" and "because" to describe these sequences. In experiment II, the same subjects received a sentence recall task that assessed the degree to which they associated "if" with unexpected content and "when" with expected content. On this task, third and fifth-graders were significantly more likely to associate "if" with unexpected content and "when" with ordinary content. Implications for children's understanding of causal relations and for knowledge-based accounts of memory are discussed.