Learning versus reasoning to use tools in children

Tool behavior might be based on two strategies associated with specific cognitive mechanisms: cued-learning and technical-reasoning strategies. We aimed to explore whether these strategies coexist in young children and whether they are manifest differently through development. We presented 216 3- to 9-year-olds with a vertical maze task consisting in moving a ball from the top to the bottom of a maze. Two tool-use/mechanical actions were possible: rotating action and sliding action. Three conditions were tested, each focused on a different strategy. In the Opaque–Cue condition (cued-learning strategy), children could not see the mechanical action of each tool. Nevertheless, a cue was provided according to the tool needed to solve the problem. In the Transparent–No Cue condition (technical-reasoning strategy), no cue was presented. However, children could see the mechanical actions associated with each tool. In the Transparent–Cue condition (cued-learning and/or technical-reasoning strategies) children saw both the mechanical actions and the cues. Results indicated that the Opaque–Cue and Transparent–Cue conditions were easier than the Transparent–No-Cue condition in all children. These findings stress that children can use either cued learning or technical reasoning to use tools, according to the available information. The behavioral pattern observed in the Transparent–Cue condition suggests that children might be inclined to use technical reasoning even when the task can be solved through cued learning.