11 found
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  1.  37
    Explaining prompts children to privilege inductively rich properties.Caren M. Walker, Tania Lombrozo, Cristine H. Legare & Alison Gopnik - 2014 - Cognition 133 (2):343-357.
    Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy’s causal and non-causal properties to children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved (...)
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  2.  28
    Explaining the moral of the story.Caren M. Walker & Tania Lombrozo - 2017 - Cognition 167 (C):266-281.
    Although storybooks are often used as pedagogical tools for conveying moral lessons to children, the ability to spontaneously extract "the moral" of a story develops relatively late. Instead, children tend to represent stories at a concrete level - one that highlights surface features and understates more abstract themes. Here we examine the role of explanation in 5- and 6-year-old children's developing ability to learn the moral of a story. Two experiments demonstrate that, relative to a control condition, prompts to explain (...)
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  3.  33
    How to Help Young Children Ask Better Questions?Azzurra Ruggeri, Caren M. Walker, Tania Lombrozo & Alison Gopnik - 2021 - Frontiers in Psychology 11.
    In this paper, we investigate the informativeness of 4- to 6-year-old children’s questions using a combined qualitative and quantitative approach. Children were presented with a hierarchical version of the 20-questions game, in which they were given an array of objects that could be organized into three category levels based on shared features. We then tested whether it is possible to scaffold children’s question-asking abilities without extensive training. In particular, we supported children’s categorization performance by providing the object-related features needed to (...)
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  4.  41
    The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.Caren M. Walker, Sophie Bridgers & Alison Gopnik - 2016 - Cognition 156 (C):30-40.
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  5.  15
    Informative experimentation in intuitive science: Children select and learn from their own causal interventions.Elizabeth Lapidow & Caren M. Walker - 2020 - Cognition 201 (C):104315.
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  6.  20
    Discriminating relational and perceptual judgments: Evidence from human toddlers.Caren M. Walker & Alison Gopnik - 2017 - Cognition 166 (C):23-27.
    The ability to represent same-different relations is an important condition for abstract thought. However, there is mixed evidence for when this ability develops, both ontogenetically and phylogenetically. Apparent success in relational reasoning may be evidence for genuine conceptual understanding or may be the result of low-level, perceptual strategies. We introduce a method to discriminate these possibilities by pitting two conditions that are perceptually matched but conceptually different: in a "fused" condition, same and different objects are joined, creating single objects that (...)
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  7.  6
    Calculated Comparisons: Manufacturing Societal Causal Judgments by Implying Different Counterfactual Outcomes.Jamie Amemiya, Gail D. Heyman & Caren M. Walker - 2024 - Cognitive Science 48 (2):e13408.
    How do people come to opposite causal judgments about societal problems, such as whether a public health policy reduced COVID‐19 cases? The current research tests an understudied cognitive mechanism in which people may agree about what actually happened (e.g., that a public health policy was implemented and COVID‐19 cases declined), but can be made to disagree about the counterfactual, or what would have happened otherwise (e.g., whether COVID‐19 cases would have declined naturally without intervention) via comparison cases. Across two preregistered (...)
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  8.  12
    Explanation impacts hypothesis generation, but not evaluation, during learning.Erik Brockbank & Caren M. Walker - 2022 - Cognition 225 (C):105100.
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  9. Engagement in Philosophical Dialogue Facilitates Children's Reasoning about Subjectivity.Thomas E. Wartenberg, Caren M. Walker & Ellen Winner - 2012 - Developmental Psychology 1:1-10.
  10.  8
    Visual explanations prioritize functional properties at the expense of visual fidelity.Holly Huey, Xuanchen Lu, Caren M. Walker & Judith E. Fan - 2023 - Cognition 236 (C):105414.
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  11.  12
    Can a perceptual task be used to infer conceptual representations?: A reply to Glorioso, Kuznar, Pavlic, & Povinelli.Caren M. Walker & Alison Gopnik - 2021 - Cognition 214 (C):104414.
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