The role of spatial and spatial-temporal analysis in children's causal cognition of continuous processes

• Published in: PloS one 2020-07, Vol.15 (7), p.e0235884-e0235884
• Main Authors: Dündar-Coecke, Selma, Tolmie, Andrew, Schlottmann, Anne
• Format: Article
• Language: English
• Subjects: Age; Biology and Life Sciences; Child; Children; Cognition; Cognition & reasoning; Cognitive tasks; Female; Humans; Inference; Language; Male; Mental task performance; Neurosciences; People and Places; Physical Sciences; Play and Playthings - psychology; Preschool education; Psychology, Child - methods; Reasoning; Social Sciences; Spatial analysis; Spatial Behavior; Spatial Memory; Thinking; Time Perception; Velocity
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0235884

Past research has largely ignored children's ability to conjointly manipulate spatial and temporal information, but there are indications that the capacity to do so may provide important support for reasoning about causal processes. We hypothesised that spatial-temporal thinking is central to children's ability to identify the invisible mechanisms that tie cause and effect together in continuous casual processes, which are focal in primary school science and crucial to understanding of the natural world. We investigated this in two studies (N = 107, N = 124), employing two methodologies, one shorter, the other more in depth. Further tasks assessed spatial-temporal (flow of liquid, extrapolation of relative speed, distance-time-velocity), spatial (two mental rotation, paper folding), verbal (expressive vocabulary), and nonverbal (block design) ability. Age dependent patterns were detected for both causal and predictor tasks. Two spatial-temporal tasks were unique and central predictors of children's causal reasoning, especially inference of mechanism. Nonverbal ability predicted the simpler components of causal reasoning. One mental rotation task predicted only young children's causal thinking. Verbal ability became significant when the sample included children from a wide range of socioeconomic backgrounds. Causal reasoning about continuous processes, including inferences of causal mechanism, appears to be within the reach of children from school entry age, but mechanism inference is uncommon. Analytic forms of spatial-temporal capacity seem to be important requirements for children to progress to this rather than merely perceptual forms.