Epistemic trust: modeling children's reasoning about others' knowledge and intent.
Epistemic trust: modeling children's reasoning about others' knowledge and intent.
复制标题
认知信任：模拟儿童对他人知识和意图的推理。
DOI：
10.1111/j.1467-7687.2012.01135.x
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发表时间：
2012
影响因子：
3.7
通讯作者：
A. Perfors
中科院分区：
文献类型：
--
作者：
Patrick Shafto;Baxter S. Eaves;Danielle J. Navarro;A. Perfors
许多发展理论的一个核心假设是，儿童可以间接地从其他人那里学习。然而，间接经验(或证词)并不局限于提供真实的信息。因此，如果孩子们想要利用这种知识来源，他们必须能够推断出谁值得信赖，谁不值得信赖。学习者如何在学习世界的同时做出这样的推论呢？孩子们可能会给这个问题带来什么偏见，如果有的话？我们用一个认知信任的计算模型来解决这些问题，在这个模型中，学习者对告密者的帮助和知识能力进行推理。我们发现，该模型在四个方面捕捉了幼儿的能力：(1)使用告密者的准确性来推断对他们的信任程度；(2)使用告密者最近的准确性来克服熟悉性的影响；(3)基于告密者之间的共识来推断信任；(4)使用关于不良意图的信息来决定不信任。该模型还解释了由于改变了对他人乐于助人的默认假设而导致的3至4岁儿童表现的发展变化。
A core assumption of many theories of development is that children can learn indirectly from other people. However, indirect experience (or testimony) is not constrained to provide veridical information. As a result, if children are to capitalize on this source of knowledge, they must be able to infer who is trustworthy and who is not. How might a learner make such inferences while at the same time learning about the world? What biases, if any, might children bring to this problem? We address these questions with a computational model of epistemic trust in which learners reason about the helpfulness and knowledgeability of an informant. We show that the model captures the competencies shown by young children in four areas: (1) using informants' accuracy to infer how much to trust them; (2) using informants' recent accuracy to overcome effects of familiarity; (3) inferring trust based on consensus among informants; and (4) using information about mal-intent to decide not to trust. The model also explains developmental changes in performance between 3 and 4 years of age as a result of changing default assumptions about the helpfulness of other people.
影响因子：
4.6
作者：
Vanderbilt KE;Liu D;Heyman GD
通讯作者：
Heyman GD