Generating initial models for reasoning.
Much of the knowledge that children and adults have about the world resides in intuitive models. Previous work shows that intuitive models allow for computation of specific outcomes given information about the system, but little is known about how such models are acquired. The current study tested three hypotheses about how children and adults construct intuitive models when they encounter a new property: (1) intuitive models are constructed by transferring principles from familiar properties; (2) with development, children shift from applying a default model to constructing specialized models; and (3) younger children's model construction is constrained by the domain, but becomes increasingly domain independent with development. Participants from three age groups (10, 13, and 19 years) made a series of judgments about two familiar properties and one novel property. Causal models showed that all age groups transferred principles from the familiar properties to the novel property. None of the age groups used a default model. There was developmental change in the effect of domain; younger, but not older, children's models were affected by domain. These findings suggest that the transfer process is developmentally invariant but that constraints on the process (i.e., domain dependence and understanding of base models) change with development.
Dixon
J A
JA
Deprtment of Psychology, College of William & Mary, Williamsburg, VA 23187-8795, USA. jadixo@wm.edu
Tuccillo
F
F
D000293:Adolescent; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D005106:Exploratory Behavior; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011897:Random Allocation