People Do Not Always Know Best: Preschoolers’ Trust in Social Robots

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Anna Baumann, Elizabeth J. Goldman, Alexandra Meltzer, D. Poulin-Dubois
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引用次数: 5

Abstract

ABSTRACT In this paper, we investigated whether Canadian preschoolers prefer to learn from a competent robot over an incompetent human using the classic trust paradigm. An adapted Naive Biology task was also administered to assess children’s perception of robots. In Study 1, 3-year-olds and 5-year-olds were presented with two informants; A social, humanoid robot (Nao) who labeled familiar objects correctly, while a human informant labeled them incorrectly. Both informants then labeled unfamiliar objects with novel labels. It was found that 3-year-old children equally endorsed the labels provided by the robot and the human, but 5-year-old children learned significantly more from the competent robot. Interestingly, 5-year-olds endorsed Nao’s labels even though they accurately categorized the robot as having mechanical insides. In contrast, 3-year-old children associated Nao with biological or mechanical insides equally. In Study 2, new samples of 3-year-olds and 5-year-olds were tested to determine whether the human-like appearance of the robot informant impacted children’s trust judgments. The procedure was identical to that of Study 1, except that a non-humanoid robot, Cozmo, replaced Nao. It was found that 3-year-old children still trusted the robot and the human equally and that 5-year-olds preferred to learn new labels from the robot, suggesting that the robot’s morphology does not play a key role in their selective trust strategies. It is concluded that by 5 years of age, preschoolers show a robust sensitivity to epistemic characteristics (e.g., competency), but that younger children’s decisions are equally driven by the animacy of the informant.
人们并不总是最了解:学龄前儿童对社交机器人的信任
摘要在本文中,我们使用经典的信任范式调查了加拿大学龄前儿童是否更愿意向有能力的机器人学习而不是向不称职的人类学习。一个改编的朴素生物学任务也被用来评估儿童对机器人的感知。在研究1中,给3岁和5岁的儿童提供两名举报人;一种社会性的类人机器人(Nao),它能正确地标记熟悉的物体,而人类信息提供者却错误地标记了它们。然后,两名被调查者都给不熟悉的物体贴上新的标签。研究发现,3岁的孩子对机器人和人类提供的标签同样认可,但5岁的孩子从有能力的机器人那里学到的东西明显更多。有趣的是,5岁的孩子对Nao的标签表示赞同,尽管他们准确地将其归类为机械内部机器人。相比之下,3岁的儿童将Nao与生物或机械内部等同起来。在研究2中,对3岁和5岁儿童的新样本进行了测试,以确定机器人线人的人形外观是否会影响儿童的信任判断。实验过程与研究1相同,只是用一个非人形机器人Cozmo代替了Nao。研究发现,3岁儿童对机器人和人类的信任程度仍然是一样的,而5岁儿童更喜欢从机器人那里学习新的标签,这表明机器人的形态在他们的选择性信任策略中并不起关键作用。结论是,到5岁时,学龄前儿童对认知特征(例如,能力)表现出强烈的敏感性,但年幼的儿童的决定同样受到信息提供者的活力的驱动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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