Children's reasoning about continuous causal processes: The role of verbal and non-verbal ability.

Selma Dündar-CoeckeAndrew K TolmieAnne Schlottmann
Published in: The British journal of educational psychology (2019)
Reasoning about continuous processes is within the capacity of children from school entry, even using verbal reports, though they find it easier to address more rapid processes. Mechanism inference is uncommon, with non-verbal ability an important influence on progress. Our research is the first to highlight this key factor in children's progress towards thinking about scientific phenomena.