Inferencias causales y clasificación: su relación en niños de 4–7 años

Abstract

The present work analyzed the relationship between the acquisiton of classification and the ability to establish causal inferences. Also, to find out to what extent the content of causal stories (in terms of animate/inanimate, antecedents and consequences) elicit differences in performance. Seventy children from 8 primary state schools paticipated in the study, their age ranged between 4;7 and 10 years. The results showed that as children master classification their ability to perform causal inferences increases. However, children's level of performance did not vary when the content of the story was altered, i.e., an animate or inanimate main character. Finally, a causal model on the developrnent of causal inferences is proposed based on Piaget's equilibration theory.