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{
    "pk": 28832,
    "title": "Causal intervention strategies change across adolescence",
    "subtitle": null,
    "abstract": "Intervening on causal systems can illuminate their underlyingstructures. Past work has shown that, relative to adults, youngchildren often make intervention decisions that confirm sin-gle hypotheses rather than those that discriminate alternativehypotheses. Here, we investigated how the ability to make in-formative intervention decisions changes across development.Ninety participants between the ages of 7 and 25 completed40 different puzzles in which they had to intervene on vari-ous causal systems to determine their underlying structures.We found that the use of discriminatory strategies increasedthrough adolescence and plateaued into adulthood. Our resultsidentify a clear developmental trend in causal reasoning, andhighlight the need to expand research on causal learning mech-anisms in adolescence.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "cognitive development; information-seeking; hy-pothesis testing; causal learning"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/3h85r4xb",
    "frozenauthors": [
        {
            "first_name": "Kate",
            "middle_name": "",
            "last_name": "Nussenbaum",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        },
        {
            "first_name": "Alexandra",
            "middle_name": "O.",
            "last_name": "Cohen",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        },
        {
            "first_name": "Zachary",
            "middle_name": "J.",
            "last_name": "Davis",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        },
        {
            "first_name": "David",
            "middle_name": "",
            "last_name": "Halpern",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        },
        {
            "first_name": "Todd",
            "middle_name": "M.",
            "last_name": "Gureckis",
            "name_suffix": "",
            "institution": "New York University",
            "department": ""
        },
        {
            "first_name": "Catherine",
            "middle_name": "A.",
            "last_name": "Hartley",
            "name_suffix": "",
            "institution": "New York University",
            "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/28832/galley/18703/download/"
        }
    ]
}