Reflecting on scientific thinking:children's understanding of the hypothesis-evidence relation

Ruffman, T., Perner, J., Olson, D.R. and Doherty, M. (1993) Reflecting on scientific thinking:children's understanding of the hypothesis-evidence relation. Child Development, 64 (6). pp. 1617-1636. ISSN 0009-3920

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Abstract

3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > School of Psychology
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Depositing User: Pure Connector
Date Deposited: 26 Oct 2015 17:00
Last Modified: 21 Mar 2019 13:11
URI: https://ueaeprints.uea.ac.uk/id/eprint/54829
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