The influence of social information on children's statistical and causal inferences
Sobel, D.M. and Kirkham, Natasha Z. (2012) The influence of social information on children's statistical and causal inferences. Advances In Child Development and Behavior 43 , pp. 321-350. ISSN 0065-2407.
Abstract
Constructivist accounts of learning posit that causal inference is a child-driven process. Recent interpretations of such accounts also suggest that the process children use for causal learning is rational: Children interpret and learn from new evidence in light of their existing beliefs. We argue that such mechanisms are also driven by informative social cues and suggest ways in which such information influences both preschoolers' and infants' inferences. In doing so, we argue that a rational constructivist account should not only focus on describing the child's internal cognitive mechanisms for learning but also on how social information affects the process of learning.
Metadata
| Item Type: | Article |
|---|---|
| Keyword(s) / Subject(s): | Statistical learning, Causal learning, Social inferences, Natural pedagogy |
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Brain and Cognitive Development, Centre for (CBCD) |
| Depositing User: | Administrator |
| Date Deposited: | 08 May 2013 12:31 |
| Last Modified: | 02 Aug 2023 17:03 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/6599 |
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