How this grammar and on-line simulations interact, specifically during explanations of behavior, may be a point of discussion in the seminar. As so often, different methodologies paint rather different pictures of children's performance and invite different inferences about their competence. In fact, the lack of theoretically refined definitions creates slippage in coding decisions. I doubt that this slippage alters the major findings of these studies, but it seems important to take notice of such limitations. What's worth explaining Wellman et al. point to the distinction between requests for explanation and offerings of explanation.
Most current research focuses on offerings.