https://www.selleckchem.com/products/rgfp966.html
Children often learn from others' demonstrations, but in the causal domain evidence acquired from observing others may be more ambiguous than evidence generated for oneself. Prior work involving tool-using tasks suggests that observational learning might not provide sufficient information about the causal relations involved, but it remains unclear whether these limitations can be mitigated by providing demonstrations using familiar manual actions rather than unfamiliar tools. We provided 2.5- to 3.5-year-old children (N = 67) with the o
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