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Abstract
The aim of the studies was an assessment of causal thinking at preschool children on the basis of the experimental picture arrangement task (concerning making picture stories up from the unordered pictures). The task was differentiated on account of the number of pictures which constituted particular stories (the shortest stories made up from 4, the longest – of 6 pictures) and on account of the temporal distance of presented events. It was assumed that stories with some distant consequences should be more difficult than stories which presented the direct consequences of the events. The hypothesis was confirmed. Both in the group of 4-year-olds and 5-year-olds, stores depicting the distant consequences of presented events, turned out to be the most difficult.
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DOI: http://dx.doi.org/10.17951/j.2018.31.1.119-131
Date of publication: 2018-07-05 08:06:12
Date of submission: 2018-01-11 15:10:20
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