Changes in cognitive capacities, representations and their deployment with experience and maturation. A change in test performance may reflect a change in understanding, a change in access or response demands, or both.
Explaining something in terms of a purpose or what it is for. Appropriate functional questions about an artifact or decision must be distinguished from claims about the physical causes of a natural event.
Everyday expectations and explanations concerning living things and biological events. Intuitive biology can contain structured insights alongside incomplete or mistaken mechanisms; factual vocabulary does not alone establish an integrated theory.
Reasoning about whether and why illness can pass between individuals. A response based on a symptom label differs from an explanation that tracks the relevant cause; such judgments also depend on the child's interpretation of the task.

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