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dc.contributor.authorBonawitz, Elizabeth
dc.contributor.authorSaxe, Rebecca R.
dc.contributor.authorGopnik, Alison
dc.contributor.authorMeltzoff, Andrew N.
dc.contributor.authorWoodward, James
dc.contributor.authorSchulz, Laura E.
dc.contributor.authorFerranti, Darlene
dc.date.accessioned2012-04-13T19:40:34Z
dc.date.available2012-04-13T19:40:34Z
dc.date.issued2010-12
dc.date.submitted2009-11
dc.identifier.issn0010-0277
dc.identifier.urihttp://hdl.handle.net/1721.1/70036
dc.description.abstractAdults’ causal representations integrate information about predictive relations and the possibility of effective intervention; if one event reliably predicts another, adults can represent the possibility that acting to bring about the first event might generate the second. Here we show that although toddlers (mean age: 24 months) readily learn predictive relationships between physically connected events, they do not spontaneously initiate one event to try to generate the second (although older children, mean age: 47 months, do; Experiments 1 and 2). Toddlers succeed only when the events are initiated by a dispositional agent (Experiment 3), when the events involve direct contact between objects (Experiment 4), or when the events are described using causal language (Experiment 5). This suggests that causal language may help children extend their initial causal representations beyond agent-initiated and direct contact events.en_US
dc.description.sponsorshipJames S. McDonnell Foundation (Causal Learning Collaborative)en_US
dc.description.sponsorshipAmerican Psychological Foundationen_US
dc.description.sponsorshipTempleton Foundationen_US
dc.language.isoen_US
dc.publisherElsevieren_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.cognition.2009.12.001en_US
dc.rightsCreative Commons Attribution-Noncommercial-Share Alike 3.0en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/en_US
dc.sourcePubMed Centralen_US
dc.titleJust do it? Investigating the gap between prediction and action in toddlers' causal inferencesen_US
dc.typeArticleen_US
dc.identifier.citationBonawitz, Elizabeth Baraff et al. “Just Do It? Investigating the Gap Between Prediction and Action in Toddlers’ Causal Inferences.” Cognition 115.1 (2010): 104–117. Web. 13 Apr. 2012. © 2012 Elsevier B.V.en_US
dc.contributor.departmentMassachusetts Institute of Technology. Department of Brain and Cognitive Sciencesen_US
dc.contributor.approverSaxe, Rebecca R.
dc.contributor.mitauthorSchulz, Laura E.
dc.contributor.mitauthorFerranti, Darlene
dc.contributor.mitauthorSaxe, Rebecca R.
dc.contributor.mitauthorBonawitz, Elizabeth
dc.relation.journalCognitionen_US
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dspace.orderedauthorsBonawitz, Elizabeth Baraff; Ferranti, Darlene; Saxe, Rebecca; Gopnik, Alison; Meltzoff, Andrew N.; Woodward, James; Schulz, Laura E.en
dc.identifier.orcidhttps://orcid.org/0000-0003-2377-1791
dc.identifier.orcidhttps://orcid.org/0000-0002-2981-8039
mit.licenseOPEN_ACCESS_POLICYen_US
mit.metadata.statusComplete


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