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  Discontinuities in early development of the understanding of physical causality

Aschersleben, G., Henning, A., & Daum, M. M. (2013). Discontinuities in early development of the understanding of physical causality. Cognitive Development, 28(1), 31-40. doi:10.1016/j.cogdev.2012.09.001.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-000E-E322-8 Version Permalink: http://hdl.handle.net/11858/00-001M-0000-002B-CDA7-1
Genre: Journal Article

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Aschersleben_2013_Discontinuities.pdf (Publisher version), 312KB
 
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 Creators:
Aschersleben, Gisa1, Author
Henning, Anna2, Author
Daum, Moritz M.2, 3, Author              
Affiliations:
1Department of Psychology, Saarland University, D-66123 Saarbrücken, Germany, ou_persistent22              
2Department of Psychology, University of Zurich, Zurich, Switzerland, ou_persistent22              
3Research Group Infant Cognition and Action, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634562              

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Free keywords: Physical knowledge; Preschoolers; Infants; Causality; Graded representation; Prediction
 Abstract: Research on early physical reasoning has shown surprising discontinuities in developmental trajectories. Infants possess some skills that seem to disappear and then re-emerge in childhood. It has been suggested that prediction skills required in search tasks might cause these discontinuities (Keen, 2003). We tested 3.5- to 5-year-olds’ understanding of collision events using a forced-choice paradigm with reduced prediction demands. Although the group as a whole performed at chance level, when the preschoolers were subdivided into three age groups, the oldest group performed above chance level. These findings suggest that it is unlikely to be prediction skills that affect young preschoolers’ performance on physical reasoning tasks. The findings lend support to a task-demand hypothesis, which proposes that discontinuities in developmental trajectories can be explained by differences in the extent to which cognitive processes are required by the different tasks.

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Language(s): eng - English
 Dates: 2013-01
 Publication Status: Published in print
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 Rev. Type: -
 Identifiers: DOI: 10.1016/j.cogdev.2012.09.001
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Title: Cognitive Development
Source Genre: Journal
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Publ. Info: Norwood, NJ : JAI
Pages: - Volume / Issue: 28 (1) Sequence Number: - Start / End Page: 31 - 40 Identifier: ISSN: 0885-2014
CoNE: https://pure.mpg.de/cone/journals/resource/954925551350