Japanese preschoolers’ evaluation of circular and non-circular arguments

Children consider informants' explanation quality with their social dominance in seeking novel explanations

Identifying high-quality causal explanations is key to scientific understanding. This research (N = 202; 50% girls; M age: 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non-circular explanations and learning from informants providing non-circular explanations (d ≥ 0.50). When informants with non-circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non-circular over circular explanations (d = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.

How children revise their beliefs in light of reasons

We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for their initial belief and the quality of socially provided reasons for an alternative view when deciding whether to change their minds. Study 3 (N = 80, the United States, 42 girls, preregistered) shows that 4- and 5-year-old children also consider meta-reasons (reasons about reasons) in their belief revision. These results suggest that by age 4, children possess key critical thinking capacities for participating in public discourse.

Developmental differences in preschoolers' definition assessment and production

Children are able to assess the quality of information presented to them, most notably in the domains of causal explanations and arguments. However, children are also presented with another form of verbal information-definitions. Very little empirical work has investigated how children assess and produce definitions. Two experiments explored preschoolers' comprehension and production of definitions. In Experiment 1, a selective trust paradigm was used to assess 3-year-olds' (n = 28) and 5-year-olds' (n = 28) endorsements of informative and uninformative definitions. Participants were provided with two informants: one who always provided a circular definition (e.g., "Silly means when you are silly") and one who always provided a noncircular definition (e.g., "Silly means when you are goofy"). The 5-year-olds endorsed noncircular definitions over circular definitions for both frequent and infrequent words, but they chose to learn only from informants who provided information about infrequent words. The 3-year-olds, on the other hand, did not systematically endorse either definition type. In Experiment 2, new groups of 3-year-olds (n = 25) and 5-year-olds (n = 24) were asked to provide definitions, and their responses were coded for correctness and circularity. Results demonstrated that 5-year-olds provided more definitions than 3-year-olds. In addition, 5-year-olds provided more noncircular definitions than 3-year-olds for infrequent words but not for frequent words. Together, the results from Experiments 1 and 2 suggest that children's understanding of definitions emerges during the preschool period. This work presents an important first step in addressing an understudied facet of lexical development.