Mature counterfactual reasoning in 4- and 5-year-olds

Counterfactual reasoning is a hallmark of the human imagination. Recently, researchers have argued that children do not display genuine counterfactual reasoning until they can reason about events that are overdetermined and consider the removal of one of multiple causes that lead to the same outcome. This ability has been shown to emerge between 6 and 12 years of age. In 3 experiments, we used an overdetermined physical causation task to investigate preschoolers' ability to reason counterfactually. In Experiment 1a, preschoolers (N = 96) were presented with a "blicket-detector" machine. Children saw both overdetermined (2 causal blocks on a box) and single-cause trials (1 causal and 1 non-causal block) and were asked what would have happened if one of the two blocks had not been placed on the box. Four-year-olds' performance was above chance on both trial types, and 5-year-olds' performance was at ceiling, whereas 3-year-olds did not perform above chance on any trial types. These findings were replicated in Experiment 1b with 4- and 5-year-olds (N = 40) using more complex question wording. In Experiment 2 (N = 40, 4- and 5-year-olds), we introduced a temporal delay between the placement of the first and second block to test the robustness of children's counterfactual reasoning. Even on this more difficult version of the task, performance was significantly above chance. Given a clear and novel causal structure, preschoolers display adult-like counterfactual reasoning. © 2018 Elsevier B.V

What is and what never should have been: Children's causal and counterfactual judgments about the same events

Substantial research with adults has characterized the contents of individuals' counterfactual thoughts. In contrast, little is known about the types of events children invoke in their counterfactual thoughts and how they compare with their causal ascriptions. In the current study, we asked children open-ended counterfactual and causal questions about events in which a character's action enabled a force of nature to cause a minor mishap. Children aged 3.5-8 years (N = 160) tended to invoke characters' actions in their counterfactual judgments to explain how an event could have been prevented (e.g., "She should have closed the window") and tended to invoke forces of nature in their causal judgments (e.g., "The rain got it wet"). Younger children were also significantly more likely than older children to invoke forces of nature in their counterfactuals (e.g., "It shouldn't have rained"). These results indicate that, similar to reasoning patterns found in adults, children tend to focus on controllable enabling conditions when reasoning counterfactually, but the results also point to some developmental differences. The developmental similarities suggest that counterfactual reasoning may serve a similar function from middle childhood through adulthood. © 2019 Elsevier Inc

The role of book features in young children's transfer of information from picture books to real-world contexts

Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning. © 2018 Strouse, Nyhout and Ganea

Thinking counterfactually supports children's ability to conduct a controlled test of a hypothesis

Children often fail to control variables when conducting tests of hypotheses, yielding confounded evidence. We propose that getting children to think of alternative possibilities through counterfactual prompts may scaffold their ability to control variables, by engaging them in an imagined intervention that is structurally similar to controlled actions in scientific experiments. Findings provide preliminary support for this hypothesis. Seven- to 10-year-olds who were prompted to think counterfactually showed better performance on post-test control of variables tasks than children who were given control prompts. These results inform debates about the contribution of counterfactual reasoning to scientific reasoning, and suggest that counterfactual prompts may be useful in science learning contexts

Do cavies talk? The effect of anthropomorphic picture books on children\u27s knowledge about animals

Many books for young children present animals in fantastical and unrealistic ways, such as wearing clothes, talking and engaging in human-like activities. This research examined whether anthropomorphism in children\u27s books affects children\u27s learning and conceptions of animals, by specifically assessing the impact of depictions (a bird wearing clothes and reading a book) and language (bird described as talking and as having human intentions). In Study 1, 3-, 4-, and 5-year-old children saw picture books featuring realistic drawings of a novel animal. Half of the children also heard factual, realistic language, while the other half heard anthropomorphized language. In Study 2, we replicated the first study using anthropomorphic illustrations of real animals. The results show that the language used to describe animals in books has an effect on children\u27s tendency to attribute human-like traits to animals, and that anthropomorphic storybooks affect younger children\u27s learning of novel facts about animals. These results indicate that anthropomorphized animals in books may not only lead to less learning but also influence children\u27s conceptual knowledge of animals

Zoobenthic invertebrate of Anzali Lagoon and their relation with organic matter of the bottom

The study was conducted in Anzali Lagoon (37 ̊ 28 N, 45 ̊ 25 E) in 38 stations during April 1994 to March 1996. In this study 13 biogroups were separated and counted. The abundance of most biogroups was very low, while that of the groups Chironomidae and Tubificidae were high and the abundance of the biogroup Amphipoda, Culicidae and Ephemeroptera was lower than the mentioned groups. Tubificidae was seen in all stations and all months of the year and its maximum density was 3740 organisms in each square meter. After Tubificidae the Chironomidae family had the second level of density. The total percentage of the organic substances of the bottom had not considerable changes in different month and its mean amount differed from 2.57% in the site of breakwater and the sea to 27.1% (maximum) in central portion of the lagoon. No considerable relation was observed between the amount of organic matter and the abundance of benthos in the region. According to the obtained results, Tubificidae and Chironomidae families showed little correlation with the bottom organic substances. The correlation of biogroup Ephemeroptera with the organic substances was greater than that of the 2 mentioned groups. Using the cluster type analysis and dendrograms made clear that the relation of biogroups Culicidae, Ephemeroptera and Tubificidae with the bottom organic substances was more than that of Chironomidae. Culicidae and Chironomidae showed close correlation with silt and clay of the bottom, but Tubificidae was more adaptable with the bottom fine particles

Children's hypothetical reasoning about complex and dynamic systems

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle‐class 5‐ to 7‐year‐old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018), 7‐year‐olds answered questions about both direct and indirect effects with a high degree of accuracy, whereas 5‐year‐olds performed at chance. Six‐year‐olds showed intermediate performance. Using food chains with clearer constraints, Study 2 (N = 72; 35 females, 37 males; 2020–2021) replicated these findings. These results indicate that the ability to think about hypothetical changes to dynamic causal systems develops between 5 and 7 years. Implications for science education are discussed

Interferon-b Modulates Inflammatory Response in Cerebral Ischemia

BACKGROUND: Stroke is a leading cause of death in the world. In >80% of strokes, the initial acute phase of ischemic injury is due to the occlusion of a blood vessel resulting in severe focal hypoperfusion, excitotoxicity, and oxidative damage. Interferon-β (IFNβ), a cytokine with immunomodulatory properties, was approved by the US Food and Drug Administration for the treatment of relapsing-remitting multiple sclerosis for more than a decade. Its anti-inflammatory properties and well-characterized safety profile suggest that IFNβ has therapeutic potential for the treatment of ischemic stroke. METHODS AND RESULTS: We investigated the therapeutic effect of IFNβ in the mouse model of transient middle cerebral artery occlusion/reperfusion. We found that IFNβ not only reduced infarct size in ischemic brains but also lessened neurological deficits in ischemic stroke animals. Further, multiple molecular mechanisms by which IFNβ modulates ischemic brain inflammation were identified. IFNβ reduced central nervous system infiltration of monocytes/macrophages, neutrophils, CD4(+) T cells, and γδ T cells; inhibited the production of inflammatory mediators; suppressed the expression of adhesion molecules on brain endothelial cells; and repressed microglia activation in the ischemic brain. CONCLUSIONS: Our results demonstrate that IFNβ exerts a protective effect against ischemic stroke through its anti-inflammatory properties and suggest that IFNβ is a potential therapeutic agent, targeting the reperfusion damage subsequent to the treatment with tissue plasminogen activator

The role of symbol-based experience in early learning and transfer from pictures: Evidence from Tanzania.

Extensive exposure to representational media is common for infants in Western culture, and previous research has shown that soon after their 1st birthday, infants can acquire and extend new information from pictures to real objects. Here we explore the extent to which lack of exposure to pictures during infancy affects children's learning from pictures. Infants were recruited from a rural village in Tanzania and had no prior experience with pictures. After a picture book interaction during which a novel depicted object was labeled, we assessed infants' learning and transfer of the label from pictures to their referents. In a 2nd study, we assessed infants' learning and generalization of new names using real objects, rather than pictures. Tanzanian infants demonstrated a similar pattern of learning and generalization from real objects, when compared with infants in Western culture. However, there was a significant difference in learning and generalization from pictures to real objects. These findings provide evidence for the important role of early experience with representational media in children's ability to use pictures as a source of information about the world