"Why does rain fall?": children prefer to learn from an informant who uses noncircular explanations.

These two studies explored 3- and 5-year-olds' evaluation of noncircular and circular explanations, and their use of such explanations to determine informant credibility. Although 5-year-olds demonstrated a selective preference for noncircular over circular explanations (Experiment 1: Long Explanations; Experiment 2: Short Explanations), 3-year-olds only demonstrated a preference for the noncircular when the explanations were shortened (Experiment 2). Children's evaluation of the explanations extended to their inferences about the informants' future credibility. Both age groups demonstrated a selective preference for learning novel explanations from an informant who had previously provided noncircular explanations-although only 5-year-olds also preferred to learn novel labels from her. The implications and scope of children's ability to monitor the quality of an informant's explanation are discussed.