Exploring Individual Differences in Preschoolers' Causal Stance

Autor/inn/en	Alvarez, Aubry; Booth, Amy E.
Titel	Exploring Individual Differences in Preschoolers' Causal Stance
Quelle	In: Developmental Psychology, 52 (2016) 3, S.411-422 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000085
Schlagwörter	Preschool Children; Individual Differences; Preferences; Causal Models; Attribution Theory; Parent Child Relationship; Mothers; Parent Influence; Parents as Teachers; Correlation; Theory Practice Relationship; Measurement; Reliability; Validity; Task Analysis; Verbal Ability; Intelligence Tests; Vocabulary; Coding; Inquiry; Discourse Analysis; Parent Surveys; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individueller Unterschied; Kausalanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Korrelation; Theorie-Praxis-Beziehung; Messverfahren; Reliabilität; Gültigkeit; Aufgabenanalyse; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Codierung; Programmierung; Diskursanalyse
Abstract	Preschoolers, as a group, are highly attuned to causality, and this attunement is known to facilitate memory, learning, and problem solving. However, recent work reveals substantial individual variability in the strength of children's "causal stance," as demonstrated by their curiosity about and preference for new causal information. In this study, we explored the coherence and short-term stability of individual differences in children's causal stance. We also began to investigate the origins of this variability, focusing particularly on the potential role of mothers' explanatory talk in shaping the causal stance of their children. Two measures of causal stance correlated with each other, as well as themselves across time. Both also revealed internal consistency of response. The strength of children's causal stance also correlated with mother's responses on the same tasks and the frequency with which mothers emphasized causality during naturalistic joint activities with their children. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01