Choosing your informant: weighing familiarity and recent accuracy
Choosing your informant: weighing familiarity and recent accuracy
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DOI：
10.1111/j.1467-7687.2008.00792.x
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发表时间：
2009-05-01
影响因子：
3.7
通讯作者：
Harris, Paul L.
中科院分区：
文献类型：
--
作者：
Corriveau, Kathleen;Harris, Paul L.
在两项实验中，两名受访者（一名是熟悉的老师，另一名是不熟悉的老师）向 3、4 和 5 岁的儿童（N = 61）提供了关于新奇物体的名称和功能的相互矛盾的信息。在预测试中，三个年龄段的人都对熟悉的老师更加信任。他们更愿意询问信息并认可她提供的信息。在接下来的阶段中，孩子们看到两位老师在命名一组熟悉的物体时的准确性上存在差异。一半的孩子看到熟悉的老师准确地命名了这些物体，而陌生的老师则不准确地命名了它们。剩下的一半则看到相反的安排。在测试后的试验中，3 岁儿童最初表现出的选择性信任受到这种差异准确性的干预体验的影响最小。相比之下，4 岁和 5 岁儿童的选择性信任受到了影响。如果熟悉的老师说得更准确的话，对她的选择性信任就会增强。另一方面，如果熟悉的老师不太准确，那么它就会受到损害，特别是对于 5 岁的孩子来说。因此，到 4 岁时，孩子们会信任熟悉的线人，但会根据线人最近的准确性或不准确性来调节这种信任。
In two experiments, children aged 3, 4 and 5 years (N = 61) were given conflicting information about the names and functions of novel objects by two informants, one a familiar teacher, the other an unfamiliar teacher. On pre-test trials, all three age groups invested more trust in the familiar teacher. They preferred to ask for information and to endorse the information that she supplied. In a subsequent phase, children watched as the two teachers differed in the accuracy with which they named a set of familiar objects. Half the children saw the familiar teacher name the objects accurately and the unfamiliar teacher name them inaccurately. The remaining half saw the reverse arrangement. In post-test trials, the selective trust initially displayed by 3-year-olds was minimally affected by this intervening experience of differential accuracy. By contrast, the selective trust of 4- and 5-year-olds was affected. If the familiar teacher had been the more accurate, selective trust in her was intensified. If, on the other hand, the familiar teacher had been the less accurate, it was undermined, particularly among 5-year-olds. Thus, by 4 years of age, children trust familiar informants but moderate that trust depending on the informants' recent history of accuracy or inaccuracy.