Key points are not available for this paper at this time.
learners, that is, whether they can identify the most effective question iteratively, and we extended our investigation to younger preschoolers (3- and 4-year-olds). We find that children assessed the effectiveness of different types of questions based on the hypothesis space currently under consideration, and this adaptation may be guided by expected information gain. Overall, our results suggest that over the preschool years, children begin to develop the computational foundations that support successful question-asking strategies. (PsycINFO Database Record
Ruggeri et al. (Thu,) studied this question.