Jae Engle
Biographic Data
| ID | 9495002 |
|---|---|
| NAME | Jae Engle |
| GIVEN NAMES | Jae |
| FAMILY NAME | Engle |
| SIGNATURE | ENGLE J |
| AFFILIATIONS | University of California San Diego |
| ORCID | 0000-0002-9413-5656 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Thinking Counterfactually Supports Children’s Evidence Evaluation in Causal Learning
Often, the evidence we observe is consistent with more than one explanation. How do learners discriminate among candidate causes? The current studies examine whether counterfactuals help 5-year olds (N = 120) select between competing hypotheses and compares the effectiveness of these prompts to a related scaffold. In Experiment 1, counterfactuals support evidence evaluation, leading children to privilege and extend the cause that accounted for mo…
Anticipation to Social and Nonsocial Dynamic Cues in Preschool-Age Children
The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN i…
No prominent works on this page.
Thinking Counterfactually Supports Children’s Evidence Evaluation in Causal Learning
Often, the evidence we observe is consistent with more than one explanation. How do learners discriminate among candidate causes? The current studies examine whether counterfactuals help 5-year olds (N = 120) select between competing hypotheses and compares the effectiveness of these prompts to a related scaffold. In Experiment 1, counterfactuals support evidence evaluation, leading children to privilege and extend the cause that accounted for mo…
Anticipation to Social and Nonsocial Dynamic Cues in Preschool-Age Children
The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN i…
Causal inference (1 work) · Causal model (1 work) · Child and Animal Learning Development (1 work) · Cognitive psychology (1 work) · Computer Science (1 work) · Contrast (vision) (1 work) · Counterfactual conditional (1 work) · Counterfactual thinking (1 work) · Decision-Making and Behavioral Economics (1 work) · Developmental psychology (1 work)