Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 28530,
    "title": "Without Conceptual Information Children Miss the Boat: Examining the Role of\nExplanations and Anomalous Evidence in Scientific Belief Revision",
    "subtitle": null,
    "abstract": "In this study we investigated the role of conceptually rich\nexplanations and anomalous evidence in children’s scientific\nbelief revision. We also explored whether the order in which\nchildren experience these two learning opportunities\ninfluences their belief revision ability. Five-year-old children\nwere assigned to one of two conditions, where they either first\nreceived conceptual explanations about buoyancy and then\nobserved anomalous data in a guided activity (Explanation-\nFirst), or the reverse (Anomalies-First). Results showed that\n(1) conceptually rich explanations lead to more accurate\npredictions about which objects sink and which float than\nanomalous data presentation, and (2) when explanations and\nanomalous data were combined, children’s correct predictions\nincreased significantly from pre-test to post-test when they\nreceived the conceptual information before the anomalous\nevidence (Explanation-First), but not in the opposite order\ncondition (Anomalies-First). These results suggest that\nchildren are more likely to maintain their misconceptions\nwhen exposed to anomalies without prior instruction\ninvolving conceptually rich explanations.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "cognitive development; belief revision; scientific\nreasoning"
        }
    ],
    "section": "Papers with Oral Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9h1908f1",
    "frozenauthors": [
        {
            "first_name": "Nicole",
            "middle_name": "E.",
            "last_name": "Larsen",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Vaunam",
            "middle_name": "P.",
            "last_name": "Venkadasalam",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Patricia",
            "middle_name": "A.",
            "last_name": "Ganea",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28530/galley/18401/download/"
        }
    ]
}