Causal learning, counterfactual reasoning and pretend play: a cross-cultural comparison of Peruvian, mixed- and low-socioeconomic status U.S. children

Pretend play universally emerges during early childhood and may support the development of causal inference and counterfactual reasoning. However, the amount of time spent pretending, the value that adults place on pretence and the scaffolding adults provide vary by both culture and socioeconomic status (SES). In middle class U.S. preschoolers, accuracy on a pretence-based causal reasoning task predicted performance on a similar causal counterfactual task. We explore the relationship between cultural environment, pretence and counterfactual reasoning in low-income Peruvian (N = 62) and low-income U.S. (N = 57) 3- to 4-year olds, and contrast findings against previous findings in an age-matched, mixed-SES U.S. sample (N = 60). Children learned a novel causal relationship, then answered comparable counterfactual and pretence-based questions about the relationship. Children's responses for counterfactual and pretence measures differed across populations, with Peruvian and lower-income U.S. children providing fewer causally consistent responses when compared with middle class U.S. children. Nevertheless, correlations between the two measures emerged in all populations. Across cohorts, children also provided more causally consistent answers during pretence than counterfactually. Our findings strengthen the hypothesis that causal pretend play is related to causal counterfactual reasoning across cultural contexts, while also suggesting a role for systematic environmental differences.