Explanipedia

Does intellectual humility transmit intergenerationally? Examining relations between parent and child measures Open

Candice M. Mills, Judith H. Danovitch, Natalie B Quintero · 2025

People vary drastically in their intellectual humility (i.e., their ability to recognize gaps in their knowledge). Little is known about how intellectual humility develops or why some children might demonstrate more intellectual humility t…

Does intellectual humility transmit intergenerationally? Examining relations between parent and child measures Open

Candice M. Mills, Judith H. Danovitch, Natalie B Quintero · 2025

People vary drastically in their intellectual humility (i.e., their ability to recognize gaps in their knowledge). Little is known about how intellectual humility develops or why some children might demonstrate more intellectual humility t…

Debunking the Santa myth: The process and aftermath of becoming skeptical about Santa. Open

Candice M. Mills, Thalia R. Goldstein, Pallavi Kanumuru, Anthony Joseph Monroe, Natalie B Quintero · 2023

Two studies examined the process and aftermath of coming to disbelieve in the myth of Santa Claus. In Study 1, 48 children ages 6-15 answered questions about how they discovered Santa was not real and how the discovery made them feel, and …

Elementary Students’ Reasoning About Explanation-Evidence Relationships Open

Brydie Boyle, Ravit Golan Duncan, Allison Williams, Judith H. Danovitch, Candice M. Mills · 2023

Relating evidence to explanations is a critical epistemic practice for productive engagement with evidence in the science classroom and beyond.However, research examining students' reasoning about what makes for stronger and more robust ev…

Debunking the Santa Myth: The Process and Aftermath of Becoming Skeptical about Santa Open

Candice M. Mills, Thalia R. Goldstein, Pallavi Kanumuru, Anthony Joseph Monroe, Natalie B Quintero · 2023

Two studies examined the process and aftermath of coming to disbelieve in the myth of Santa Claus. In Study 1, 48 children ages 6 to 15 answered questions about how they discovered Santa was not real and how the discovery made them feel, a…

"How do fish breathe underwater?": Young children's ability to evaluate and remember different types of explanations regarding biological phenomena Open

Kaitlin R. Sands, Anthony Joseph Monroe, Candice M. Mills · 2023

Four experiments (N = 239) examined the types of explanations children accept for how questions about biological processes and what children learn from these explanations. In Study 1, 4- to 6-year-olds rated mechanistic, teleological, circ…

Is secondhand information better read or said? Factors influencing children’s endorsements of text-based information Open

Ian L. Chandler-Campbell, Maliki E. Ghossainy, Candice M. Mills, Kathleen H. Corriveau · 2022

Research has extensively studied how children epistemically evaluate people as secondhand information sources, but less is known about how they evaluate knowledge artifacts, (nonhuman information sources; e.g., books). Recent studies indic…

Cognitive reflection and authoritarianism relate to how parents respond to children’s science questions. Open

Candice M. Mills, Judith H. Danovitch, Victoria N. Mugambi, Kaitlin R. Sands, Anthony Joseph Monroe · 2021

When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying "I do not know." This study examines the factors under…

Cognitive reflection and authoritarianism relate to how parents respond to children's science questions Open

Candice M. Mills, Judith H. Danovitch, Victoria Mugambi, Kaitlin R. Sands, Anthony Joseph Monroe · 2021

When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying “I don’t know.” This study examines the factors underl…

“Why do dogs pant?”: Characteristics of parental explanations about science predict children's knowledge Open

Candice M. Mills, Judith H. Danovitch, Victoria N. Mugambi, Kaitlin R. Sands, Candice Pattisapu Fox · 2021

Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents ( N = 148…

Mind the gap: How incomplete explanations influence children’s interest and learning behaviors Open

Judith H. Danovitch, Candice M. Mills, Kaitlin R. Sands, Allison J. Williams · 2021

Children rely on others' explanations to learn scientific concepts, yet sometimes the explanations they receive are incomplete. Three studies explore how receiving incomplete or complete explanations influences children's subsequent intere…

Review for "“Alexa, let me ask you something different” Children's adaptive information search with voice assistants" Open

Candice M. Mills · 2021

Developmental changes in children’s recognition of the relevance of evidence to causal explanations Open

Judith H. Danovitch, Candice M. Mills, Ravit Golan Duncan, Allison J. Williams, Lauren N. Girouard · 2021

Identifying relevant evidence is necessary to evaluate scientific claims. Two studies explore how children ages 7–10 (n = 98) judge the relevance of different types of observations for evaluating the accuracy of a causal explanation, and h…

Exploring Sources of Individual Differences in Children's Interest in Science Open

Allison J. Williams, Judith H. Danovitch, Candice M. Mills · 2020

Efforts have been made to promote children's interest in science, but little is known about how children's interest in science relates to other characteristics, such as science‐specific curiosity, domain‐general epistemic curiosity, and ve…

Online Developmental Science to Foster Innovation, Access, and Impact Open

Mark Sheskin, Kimberly Scott, Candice M. Mills, Elika Bergelson, Elizabeth Bonawitz , et al. · 2020

“I Want to Know More!”: Children Are Sensitive to Explanation Quality When Exploring New Information Open

Candice M. Mills, Kaitlin R. Sands, Sydney P. Rowles, Ian L. Chandler-Campbell · 2019

When someone encounters an explanation perceived as weak, this may lead to a feeling of deprivation or tension that can be resolved by engaging in additional learning. This study examined to what extent children respond to weak explanation…

Children’s success at detecting circular explanations and their interest in future learning Open

Candice M. Mills, Judith H. Danovitch, Sydney P. Rowles, Ian L. Chandler-Campbell · 2017

Learning Who Knows What: Children Adjust Their Inquiry to Gather Information from Others Open

Candice M. Mills, Asheley R. Landrum · 2016

The current research focuses on how children's inquiry may be affected by how they learn about which sources are likely to provide accurate, helpful information. Four- and 5-year-olds (N = 188) were tasked with asking two different puppet …

Developing the Bias Blind Spot: Increasing Skepticism towards Others Open

Fadwa B. Elashi, Candice M. Mills · 2015

Two experiments with eighty-eight 7- to 10-year-olds examined the bias blind spot in children. Both younger and older children rated themselves as less likely than a specific other (Experiment 1) or an average child (Experiment 2) to commi…

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