A circular explanation reiterates the question as if it were an explanation rather than providing any new information. An example from an earlier research paper makes this clear:
“Circular arguments are statements that draw a conclusion by reiterating the information assumed in the original question or claim without adding any meaningful new information. They can be short and simple, such as “a can opener works by opening the can” or longer and more complex, such as “a can opener works by taking the lid off the can so that the top of the can has come off.” ” (Baum et al, 2008)
This earlier research has shown that children of 5-6 years ols prefer the noncircular explanation, but this preferences was thought to be fragile. New research by even younger kids show that even 3-year-olds have a preference for the noncircular.
Abstract of the research:
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.