This article argues that executive function (EF) capacity plays a critical role in preschoolers' ability to test and revise hypotheses and, furthermore, that young children can engage in the process of testing hypotheses before they are able to revise or confirm them. Research supports the view that this ability depends on their EF capacity to represent, and reflect on, hierarchical rules relating actions to predicted or observed outcomes (i.e., differences between what they predicted and what they observed). The article concludes by discussing the ramifications of this perspective for early science education.

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