Children's understanding of complex causal relationships in natural systems: A research study

How children learn to detect complex natural causes poses an important question for developmental research. Most research has focused on children's comprehension of linear rather than complex causes and effects. Piagetian research suggests that complex causality is understood at the formal operational stage. However, recent attention to how children's ability is assessed encourages the idea that children may be able to demonstrate "fragile, developing ooncepts" (Gelman, 1982; Gelman & Gallistel, 1978) of complex causality. Environmental support for children's development of "complex causal models" may be lacking, such that it is necessary to provide experience with these concepts to determine whether children can learn them.; A research study investigated the following questions: (1) How do 7 to 9-year-olds treat complex causality? (2) If given direct experience with models of complex causal relationships within a system, will children learn to use the models and progress in their understanding of the system? (3) What is the effect of teaching linear versus complex causal models, in a system that involves both types of relationships, on children's understanding? (4) Are children able to transfer possible gains to other systems?; Thirty subjects were pretested on the causal relationships within a complex natural system. A matched groups design was used. Two intervention conditions and a control condition were run. Subjects in one intervention were taught relationships in an isomorphic system using complex causal models; subjects in the other using linear causal models. Subjects were posttested in a similar format to the pretest. A transfer task was included. Two raters scored the interviews for the causal connections and complex causal relationships detected by the subjects.; Children appeared more competent at tracing complex causes than earlier research suggested. An age-related increase in ability to detect complex causal relationships was found on the pretest. Modeling relationships appeared helpful. Children who were taught complex causal models gained the most and transferred some gains to other systems. There appeared to be a level of "fit" in scaffolding for some children with either the linear or complex models.; Possible research directions and ramifications for educational practice that is supportive of children's developing concepts of complex causality are considered.