@inproceedings{bd7a67fb2cb34d2d8881df802f2261cc,
title = "Explaining to Others Prompts Children to Favor Inductively Rich Properties",
abstract = "Three experiments test the hypothesis that engaging in explanation prompts children to favor inductively rich properties when generalizing to novel cases. In Experiment 1, preschoolers prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. In Experiment 2, we replicated this effect of explanation in a case of label extension. Experiment 3 demonstrated that explanation improves memory for internal features and labels, but impairs memory for superficial features. We conclude that explaining can influence learning by prompting children to favor inductively rich properties over surface similarity.",
keywords = "Explanation, category labels, causal learning, inductive inference, non-obvious properties",
author = "Walker, {Caren M.} and Tania Lombrozo and Legare, {Cristine H.} and Alison Gopnik",
note = "Publisher Copyright: {\textcopyright} CogSci 2013.All rights reserved.; 35th Annual Meeting of the Cognitive Science Society - Cooperative Minds: Social Interaction and Group Dynamics, CogSci 2013 ; Conference date: 31-07-2013 Through 03-08-2013",
year = "2013",
language = "English (US)",
series = "Cooperative Minds: Social Interaction and Group Dynamics - Proceedings of the 35th Annual Meeting of the Cognitive Science Society, CogSci 2013",
publisher = "The Cognitive Science Society",
pages = "1558--1563",
editor = "Markus Knauff and Natalie Sebanz and Michael Pauen and Ipke Wachsmuth",
booktitle = "Cooperative Minds",
}