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Five‐ to 11‐year‐old U.S. children, from either a religious or secular background, judged whether story events could really happen. There were four different types of stories: magical stories violating ordinary causal regularities; religious stories also violating ordinary causal regularities but via a divine agent; unusual stories not violating ordinary causal regularities but with an improbable...
Whereas a large body of research has focused on the development of children as learners, relatively little research has focused on the development of children as teachers. Moreover, even less research has focused on the potential cognitive mechanisms associated with high-quality teaching. Here, we review evidence that children’s selective teaching is associated with at least three cognitive skills:...
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