Children consider informants' explanation quality with their social dominance in seeking novel explanations

Abstract Identifying high‐quality causal explanations is key to scientific understanding. This research ( N = 202; 50% girls; M age : 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non‐circular explanations and learning from informants providing non‐circular explanations ( d ≥ 0.50). When informants with non‐circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non‐circular over circular explanations ( d = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.