"Why Does Rain Fall?": Children Prefer to Learn From an Informant Who Uses Noncircular Explanations. Issue 5 (20th March 2014)

• Record Type: Journal Article
• Authors: Corriveau, Kathleen H.; Kurkul, Katelyn E.
• Is Part Of: Child development. Volume 85:Issue 5(2014)
• Page Start: 1827
• Page End: 1835
• Publication Date: 2014-03-20
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12240
• Languages: English
• ISSNs: 0009-3920

Abstract

<abstract abstract-type="main" id="cdev12240-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <p>These two studies explored 3‐ and 5‐year‐olds' evaluation of noncircular and circular explanations, and their use of such explanations to determine informant credibility. Although 5‐year‐olds demonstrated a selective preference for noncircular over circular explanations (Experiment 1: Long Explanations; Experiment 2: Short Explanations), 3‐year‐olds only demonstrated a preference for the noncircular when the explanations were shortened (Experiment 2). Children's evaluation of the explanations extended to their inferences about the informants' future credibility. Both age groups demonstrated a selective preference for learning novel explanations from an informant who had previously provided noncircular explanations—although only 5‐year‐olds also preferred to learn novel labels from her. The implications and scope of children's ability to monitor the quality of an informant's explanation are discussed.</p> </abstract>