Learning to Explain and Generalize

Abstract

Get full access to this article

View all access options for this article.

References

Callanan

M. A.

Oakes

L. M.

(1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213–233. https://psycnet.apa.org/doi/10.1016/0885-2014(92)90012-G

Frazier

B. N.

Gelman

S. A.

Wellman

H. M.

(2016) Young children prefer and remember satisfying explanations. Journal of Cognition and Development, 17(5), 718–736. https://doi.org/10.1080/15248372.2015.1098649

Greif

M. L.

Kemler Nelson

D. G.

Keil

F. C.

Gutierrez

(2006). What do children want to know about animals and artifacts? Domain-specific requests for information. Psychological Science, 17(6), 455–459. https://doi.org/10.1111/j.1467-9280.2006.01727.x

Haward

Wagner

Carey

Prasada

(2018). The development of principles connections and kind representations. Cognition, 176, 255–268. https://doi.org/10.1016/j.cognition.2018.02.001

Hickling

A. K.

Wellman

H. M.

(2001). The emergence of children’s causal explanations and theories: Evidence from everyday conversation. Developmental Psychology, 37(5), 668–683.

Lombrozo

Bonawitz

E. B.

Scalise

N. R.

(2018) Young children’s learning and generalization of teleological and mechanistic explanations. Journal of Cognition and Development, 19(2), 220–232, https://doi.org/10.1080/15248372.2018.1427099

Walker

C. M.

Lombrozo

Legare

C. H.

Gopnik

(2014). Explaining prompts children to privilege inductively rich properties. Cognition, 133(2), 342–357.

Walker

C. M.

Lombrozo

Williams

J. J.

Rafferty

A. N.

Gopnik

(2017). Explaining constrains causal learning in childhood. Child Development, 88(1), 229–246.