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Ruffman, T., Perner, J., Olson, D.R. and Doherty, M. 
ORCID: https://orcid.org/0000-0002-4314-7892
(1993)
Reflecting on scientific thinking: children's understanding of the hypothesis-evidence relation.
Child Development, 64 (6).
pp. 1617-1636.
ISSN 0009-3920
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 |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Developmental Science Faculty of Arts and Humanities > Research Groups > UEA Experimental Philosophy Group |
| Related URLs: | |
| Depositing User: | Pure Connector |
| Date Deposited: | 26 Oct 2015 17:00 |
| Last Modified: | 19 Jun 2023 10:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/54829 |
| DOI: |
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