Exploring individual differences in preschoolers' causal stance.

Abstract

Preschoolers, as a group, are highly attuned to causality, and this attunement is known to facilitate memory, learning, and problem solving. However, recent work reveals substantial individual variability in the strength of children's "causal stance," as demonstrated by their curiosity about and preference for new causal information. In this study, we explored the coherence and short-term stability of individual differences in children's causal stance. We also began to investigate the origins of this variability, focusing particularly on the potential role of mothers' explanatory talk in shaping the causal stance of their children. Two measures of causal stance correlated with each other, as well as themselves across time. Both also revealed internal consistency of response. The strength of children's causal stance also correlated with mother's responses on the same tasks and the frequency with which mothers emphasized causality during naturalistic joint activities with their children. Implications for theory and practice are discussed.