title: Rational variability in children's causal inferences: the Sampling Hypothesis.
abstract: We present a proposal-"The Sampling Hypothesis"-suggesting that the variability in young children's responses may be part of a rational strategy for inductive inference. In particular, we argue that young learners may be randomly sampling from the set of possible hypotheses that explain the observed data, producing different hypotheses with frequencies that reflect their subjective probability. We test the Sampling Hypothesis with four experiments on 4- and 5-year-olds. In these experiments, children saw a distribution of colored blocks and an event involving one of these blocks. In the first experiment, one block fell randomly and invisibly into a machine, and children made multiple guesses about the color of the block, either immediately or after a 1-week delay. The distribution of guesses was consistent with the distribution of block colors, and the dependence between guesses decreased as a function of the time between guesses. In Experiments 2 and 3 the probability of different colors was systematically varied by condition. Preschoolers' guesses tracked the probabilities of the colors, as should be the case if they are sampling from the set of possible explanatory hypotheses. Experiment 4 used a more complicated two-step process to randomly select a block and found that the distribution of children's guesses matched the probabilities resulting from this process rather than the overall frequency of different colors. This suggests that the children's probability matching reflects sophisticated probabilistic inferences and is not merely the result of a naïve tabulation of frequencies. Taken together the four experiments provide support for the Sampling Hypothesis, and the idea that there may be a rational explanation for the variability of children's responses in domains like causal inference.
authors.affiliation: University of Waterloo, Department of Psychology, 200 University Ave. West, PAS 4020, Waterloo, Ontario, Canada N2L 3G1. stephanie.denison@uwaterloo.ca
authors.forename: Stephanie
authors.initials: S
authors.lastname: Denison
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Bonawitz
authors.forename: Alison
authors.initials: A
authors.lastname: Gopnik
authors.forename: Thomas L
authors.initials: TL
authors.lastname: Griffiths
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D011337:Probability Learning; D011340:Problem Solving