Raw Data for Two Experiments on Children’s Causal Learning from Correct and Incorrect Demonstrations in the Trap-Tube Paradigm

The background, methods, and results of two experiments are described in the accompanying manuscript. Here is the abstract from our manuscript: Observing others’ demonstrations is an important route through which children acquire causal knowledge and develop scientific thinking.

Using the trap-tube paradigm, the present study investigated the effects of correct and incorrect demonstrations and their order on causal learning in 2-4-year-olds. Experiment 1 (N = 352) showed that 2-year-olds showed no evidence of causal learning across all demonstration types, and their performance did not differ significantly between conditions. Among 3-year-olds and 4-year-olds, performance was better overall in the mixed-demonstration conditions than in the single-demonstration conditions.