The study, published in the June issue of Child Development, offers new insight into developmental learning.

“As children assimilate cultural concepts into their intuitive belief systems — from God to atoms to evolution — they engage in coexistence thinking,” said Cristine Legare, assistant professor of psychology and lead author of the study. “When they merge supernatural and scientific explanations, they integrate them in a variety of predictable and universal ways.”

Legare and her colleagues reviewed more than 30 studies on how people (ages 5-75) from various countries reason with three major existential questions: the origin of life, illness and death. They also conducted a study with 366 respondents in South Africa, where biomedical and traditional healing practices are both widely available.

As part of the study, Legare presented the respondents with a variety of stories about people who had AIDS. They were then asked to endorse or reject several biological and supernatural explanations for why the characters in the stories contracted the virus.

According to the findings, participants of all age groups agreed with biological explanations for at least one event. Yet supernatural explanations such as witchcraft were also frequently supported among children (ages 5 and up) and universally among adults.