Sophie Fobert, Rose Varin, Isabelle Cossette, Kaitline R. C. Fournier, Patricia E. Brosseau‐Liard
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Children presume confident informants will be accurate (until proven otherwise)
Past research has demonstrated that children prefer to learn from confident rather than hesitant informants. It is frequently assumed that they do so because they believe confidence to predict a person's knowledge and future accuracy; however, this assumption has not previously been tested. The present investigation therefore explored how 3‐ to 8‐year‐old children interpret informant confidence. Study 1 (N = 84) aimed to address whether informant confidence is interpreted as an indicator of knowledge. Study 2 (N = 87) explored how children's interpretation changes with conflicting informant credibility cues. Findings demonstrate that school‐aged children, but not preschoolers, expect correct statements from confident individuals and incorrect statements from hesitant informants. Additionally, school‐age children attribute word knowledge to a previously confident informant. When accuracy conflicts with confidence, accuracy drives 3‐ to 8‐year‐old children's knowledge attributions. This investigation builds on previous research and suggests that, by age 5 or 6, children do make individual epistemic inferences based on informant confidence.
期刊介绍:
Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)