How Is the Hypothesis Space Represented? Evidence From Young Children's Active Search and Predictions in a Multiple-Cue Inference Task.
To successfully navigate an uncertain world, one has to learn the relationship between cues (e.g., wind speed, atmospheric pressure) and outcomes (e.g., rain). When learning, it is possible to actively manipulate the cue values to test hypotheses about this relationship directly. Across two studies,...
| Publicado en: | Developmental Psychology Vol. 57; no. 7; pp. 1080 - 1094 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Psychological Association
Jul2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=152234668&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 152234668 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Jul2021 vid: 57 iid: 7 pid: 34 pub: American Psychological Association artinfo: ui: 152234668 10.1037/dev0001201 ppf: 1080 ppct: 14 formats: tig: atl: How Is the Hypothesis Space Represented? Evidence From Young Children's Active Search and Predictions in a Multiple-Cue Inference Task. aug: au: Jones, Angela Mai-kant, Douglas B. Pachur, Thorsten Gopnik, Alison Ruggeri, Azzurra affil: MPRG iSearch - Information Search, Ecological and Active Learning Research with Children, Max Planck Institute for Human Development, Berlin, Germany School of Education, Technical University of Munich Department of Psychological Science, University of North Carolina, Charlotte Center for Adaptive Rationality, Max Planck Institute for Human Development, Berlin, Germany Department of Psychology, University of California, Berkeley su: Computer simulation Memory Age distribution Child development Task performance Child behavior Cognition Learning Attribution (Social psychology) Information-seeking behavior Children Descriptive statistics Prompts (Psychology) Color Concepts sug: subj: Computer simulation Memory Age distribution Child development Task performance Child behavior Cognition Learning Attribution (Social psychology) Information-seeking behavior Children Descriptive statistics Prompts (Psychology) Color Concepts keyword: children hypothesis space multiple-cue inference. active learning represeillation children hypothesis space multiple-cue inference. active learning represeillation ab: To successfully navigate an uncertain world, one has to learn the relationship between cues (e.g., wind speed, atmospheric pressure) and outcomes (e.g., rain). When learning, it is possible to actively manipulate the cue values to test hypotheses about this relationship directly. Across two studies, we investigated how 5- to 7-year-olds actively learned cue-outcome relationships, and what their behavior revealed about how they represented the hypothesis space. Children learned how two cues (color and shape) predicted some monsters' relative speed. by selecting which monster pairs to see racing. We compared two computational models in their ability to capture children' s behavior: a cue-abstraction model, which organizes the hypothesis space based on abstracted cue-outcome relationships, and a permutation-based model, which represents the hypothesis space based on the relative speed of individual monsters. The results of Study 1 (26 five-year-olds, 14 female and 25 six-year-olds, 15 female: predominantly White, fluent in English) provided the first evidence that 5- and 6-year-olds can use cue-abstraction hypothesis space representations when provided with scaffolding. However. Study 2 (65 five-year-olds, 33 female; 67 six-year-olds, 33 female; 68 seven-year-olds, 33 female; predominantly White, fluent in German) showed that young children were best described by the permutation-based model. and that only 7-year-olds, when provided with memory aids, were best captured by the cue-abstraction model. Overall, our results highlight the guiding role of the hypothesis space for active search and learning, suggesting that these two phases might trigger different representations, and indicating a developmental shift in how children represent the hypothesis space. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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