When do children learn from unreliable speakers?
Robinson, Elizabeth J. and Nurmsoo, Erika. (2009) When do children learn from unreliable speakers? Cognitive Development, Vol.24 (No.1). pp. 16-22. ISSN 0885-2014
WRAP_Robinson_and_Nurmsoo_2008.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Restricted to Repository staff only
Official URL: http://dx.doi.org/10.1016/j.cogdev.2008.08.001
Children do not necessarily disbelieve a speaker with a history of inaccuracy; they take into account reasons for errors. Three- to 5 year-olds (N = 97) aimed to identify a hidden target in collaboration with a puppet. The puppet’s history of inaccuracy arose either from false beliefs, or occurred despite his being fully informed. On a subsequent test trial, children’s realistic expectation about the target was contradicted by the puppet who was fully informed. Children were more likely to revise their belief in line with the puppet’s assertion when his previous errors were due to false beliefs. Children who explained this puppet’s prior inaccuracy in terms of false belief were more likely to believe the puppet than those who did not. As children’s understanding of the mind advances, they increasingly balance the risk of learning falsehoods from unreliable speakers against that of rejecting truths from speakers who made excusable errors.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculty of Science > Psychology|
|Library of Congress Subject Headings (LCSH):||Child psychology, Knowledge, Theory of, Uncertainty|
|Journal or Publication Title:||Cognitive Development|
|Official Date:||January 2009|
|Page Range:||pp. 16-22|
|Access rights to Published version:||Open Access|
Version accepted by publisher (post-print, after peer review, before copy-editing)
|Funder:||Economic and Social Research Council (Great Britain) (ESRC)|
Birch, S. A. J., Vauthier, S. A., & Bloom, P. (In press). Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition.
Actions (login required)