Young children revise explanations in response to new evidence

Revising explanations when faced with new evidence is essential to the learning process. Two studies with 3- to 6-year-olds examined the capacity to generate and revise explanations in response to different kinds of evidence within and across domains. In Study 1 (N = 60) children were presented with new evidence about an alternative individual preference that was inconsistent with children's prior beliefs. In Study 2 (N = 60) the new evidence was biological rather than psychological. The data demonstrate that children are more likely to first explain inconsistent than consistent psychological outcomes and that children revise explanations for inconsistent outcomes in response to new evidence, both within and across domains.