{"pk":25931,"title":"Understanding developmental bottlenecks in active inquiry","subtitle":null,"abstract":"This project explores how the ability to ask informative questions changes during development. We hypothesized\nan intrinsic link between the ability to update beliefs given evidence and the ability to ask informative questions. To study the\ndevelopmental trajectory of this behavior, five to ten-year-old children played an iPad game asking them to identify a hidden\nbug. Learners could either ask about individual bugs, or make a series of feature queries (e.g., “Does the hidden bug have\nantenna?”) that more efficiently narrow the hypothesis space. The iPad display either assisted children with updating their\nbeliefs or required them to update themselves. We analyze the relationship between belief updating and information seeking\nbehavior as a function of age, along with how their strategies for acquiring information change. The broader context of the\nwork is to better understand how to structure informal science exhibits in ways that are developmentally appropriate.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gk0t6gb","frozenauthors":[{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"New York University","department":""},{"first_name":"Marjorie","middle_name":"","last_name":"Rhodes","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25931/galley/15555/download/"}]}