How children map causal verbs to different causes across development

David Rosé

doi:10.1038/s41562-025-02345-9

How children map causal verbs to different causes across development

2025-12-05

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DOI：10.1038/s41562-025-02345-9

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Although collision-like causes are fundamental in philosophical and psychological theories of causation, humans conceptualize many events as causes that lack direct contact. Here we argue that how people think and talk about different causes is deeply connected, and investigate how children learn this mapping. If Andy hits Suzy with his bike, Suzy falls into a fence and it breaks, Andy ‘caused’ the fence to break but Suzy ‘broke’ it. If Suzy forgets sunscreen and gets sunburned, the absence of sunscreen ‘caused’ Suzy’s sunburn, but the sun ‘burned’ her skin. We tested 691 children and 270 adults. Four-year-old children mapped ‘caused’ to distal causes and ‘broke’ to proximal causes (Experiment 1). Although 4-year-old children did not map ‘caused’ to absences until later (Experiment 2), they already referred to absences when asked ‘why’ an outcome occurred (Experiment 3). Our findings highlight the role of semantics and pragmatics in developing these mappings. This study shows that, by age 4, children understand lexical causatives to refer to direct causes and periphrastic causatives to indirect causes in causal chains. Understanding causation by absence develops later in older children.

Keywords:

causal verbs

causation

children

semantics

pragmatics

How children map causal verbs to different causes across development

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