Extending the testimony problem: Evaluating the truth, scope, and source of cultural information
Extending the testimony problem: Evaluating the truth, scope, and source of cultural information
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DOI：
10.1111/j.1467-8624.2006.00888.x
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发表时间：
2006-05-01
影响因子：
4.6
通讯作者：
Boyer, P
中科院分区：
文献类型：
--
作者：
Bergstrom, B;Moehlmann, B;Boyer, P
儿童的学习——特别是在科学和宗教领域，但在许多其他文化领域也是如此——广泛依赖于证词和其他形式的文化传播信息。实现这种学习的认知过程还必须管理信息的评估、鉴定和存储，同时防范错误或误导性输入的危险。目前，这些评估过程的发展还不清楚。本文回顾了最近的工作，这些工作已经开始解决这个问题的三个重要方面：儿童和成人如何在交流中评估真相，他们如何衡量信息的推断潜力，以及他们如何编码和评估信息的来源。
Children's learning-in the domains of science and religion specifically, but in many other cultural domains as well-relies extensively on testimony and other forms of culturally transmitted information. The cognitive processes that enable such learning must also administrate the evaluation, qualification, and storage of that information, while guarding against the dangers of false or misleading input. Currently, the development of these appraisal processes is not clearly understood. Recent work, reviewed here, has begun to address three important dimensions of the problem: how children and adults evaluate truth in communication, how they gauge the inferential potential of information, and how they encode and evaluate its source.