Department of Cognitive, Linguistic, and Psychological Sciences, Brown University Providence, RI, USA.
Front Psychol. 2010 Nov 2;1:176. doi: 10.3389/fpsyg.2010.00176. eCollection 2010.
Four-year-olds were more accurate at learning causal structures from their own actions when they were allowed to act first and then observe an experimenter act, as opposed to observing first and then acting on the environment. Children who discovered the causal efficacy of events (as opposed to confirming the efficacy of events that they observed another discover) were also more accurate than children who only observed the experimenter act on the environment; accuracy in the confirmation and observation conditions was at similar levels. These data suggest that while children learn from acting on the environment, not all self-generated action produces equivalent causal learning.
当四岁的孩子被允许先行动再观察实验者的行为，而不是先观察再对环境进行操作时，他们在从自身行为中学习因果结构方面更加准确。与仅仅观察实验者对环境的行为相比，发现事件因果效力（而不是证实他们观察到的另一个人发现的事件效力）的孩子也更加准确；在证实和观察条件下的准确性水平相似。这些数据表明，虽然孩子从对环境的行动中学习，但并非所有自主产生的行动都会产生同等的因果学习效果。
