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Development of cognitive averaging: when light and light make dark.

S Jäger¹, F Wilkening

¹University of Frankfurt, Frankfurt am Main, Germany.

Journal of Experimental Child Psychology

|August 21, 2001

Summary

Children

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Area of Science:

Cognitive development
Perceptual psychology
Quantitative reasoning

Background:

Previous research on intensive quantities often used less perceivable stimuli.
Understanding how children reason about mixtures is crucial for developmental psychology.

Purpose of the Study:

To investigate developmental changes in reasoning about intensive quantities using color as a stimulus.
To examine the emergence of cognitive averaging and the influence of extensitivity bias.

Main Methods:

Two experiments were conducted with children (6-12 years) and adults.
Participants predicted mixture intensity of red-colored liquids with same/different volumes.
Intensive (color) and extensive (volume) quantities were manipulated.

Main Results:

Cognitive averaging in intensive quantity reasoning develops late and slowly.
An extensitivity bias, favoring additive rules, was prevalent up to age 12 and persisted in adults.
Children's use of averaging rules increased with task complexity (varying volume).

Conclusions:

The development of averaging for intensive quantities is a protracted process.
Extensitivity bias significantly impacts reasoning about intensive quantities across age groups.
Increased task complexity may facilitate the application of correct averaging strategies in children.

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