Similarly, when adults provide causal explanations as chil-dren construct family-resemblance categories from novel instances, chil-dren are more accurate in categorizing subsequent instances (Krascum & Andrews, 1998). If adults do not provide such explanations or at least ex-plicitly prompt the child to generate their own explanations, it is unlikely that children will decide to do so on their own

Their shared knowledge and experience allow their talk to move to deeper levels than is typically possible in a domain where the boy is a rela-tive novice.