Your browser doesn't support javascript.
loading
Contributions of causal reasoning to early scientific literacy.
Shavlik, Margaret; Köksal, Özgün; French, Brian F; Haden, Catherine A; Legare, Cristine H; Booth, Amy E.
Afiliação
  • Shavlik M; Vanderbilt University, Nashville, TN 37235, USA.
  • Köksal Ö; Ludwig Maximilian University of Munich, 80539 Munich, Germany.
  • French BF; Washington State University, Pullman, WA 99164, USA.
  • Haden CA; Loyola University Chicago, Chicago, IL 60660, USA.
  • Legare CH; The University of Texas at Austin, Austin, TX 78712, USA.
  • Booth AE; Vanderbilt University, Nashville, TN 37235, USA. Electronic address: amy.booth@vanderbilt.edu.
J Exp Child Psychol ; 224: 105509, 2022 12.
Article em En | MEDLINE | ID: mdl-35850022
Although early causal reasoning has been studied extensively, inconsistency in the tasks used to assess it has clouded our understanding of its structure, development, and relevance to broader developmental outcomes. The current research attempted to bring clarity to these questions by exploring patterns of performance across several commonly used measures of causal reasoning, and their relation to scientific literacy, in a sample of 3- to 5-year-old children from diverse backgrounds (N = 153). A longitudinal confirmatory factor analysis revealed that some measures of causal reasoning (counterfactual reasoning, causal learning, and causal inference), but not all of them (tracking cause-effect associations and resolving confounded evidence), assess a unidimensional factor and that this resulting factor was relatively stable across time. A cross-lagged panel model analysis revealed associations between causal reasoning and scientific literacy across each age tested. Causal reasoning and scientific literacy related to each other concurrently, and each predicted the other in subsequent years. These relations could not be accounted for by children's broader cognitive skills. Implications for early STEM (science, technology, engineering, and math) engagement and success are discussed.
Assuntos
Palavras-chave

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Resolução de Problemas / Alfabetização Tipo de estudo: Prognostic_studies Limite: Child, preschool / Humans Idioma: En Revista: J Exp Child Psychol Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Estados Unidos País de publicação: Estados Unidos

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Resolução de Problemas / Alfabetização Tipo de estudo: Prognostic_studies Limite: Child, preschool / Humans Idioma: En Revista: J Exp Child Psychol Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Estados Unidos País de publicação: Estados Unidos