Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action
Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action
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学龄前儿童通过对知识与行动之间关系的因果理解来决定谁知识渊博、向谁通报以及信任谁
DOI：
10.1016/j.cognition.2022.105212
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发表时间：
2022
期刊：
影响因子：
3.4
通讯作者：
Jara-Ettinger, Julian
中科院分区：
文献类型：
--
作者：
Aboody, Rosie;Huey, Holly;Jara-Ettinger, Julian
学龄前儿童是有洞察力的学习者，更喜欢信任准确、可靠和消息灵通的人。这些偏好是否反映了心理状态推理，即孩子们从自己的行为中推断出其他人所知道的事情，还是反映了对简单线索的依赖？在实验 1 中，我们表明，当表面线索和动作在各个代理之间匹配时，四岁和五岁的孩子可以从他人的行为中推断出知识。实验 2a 和 2b 进一步表明，孩子们追踪智能体如何获取知识，并可以用它来确定不同的智能体会（和不会）知道什么。最后，实验3表明，孩子们在决定信任谁时会独立做出这些知识推论。我们的研究结果表明，到了四岁时，孩子们就会对知识与行动的关系产生期望，利用这些期望来推断别人从他们所做的事情中知道什么，并在决定信任谁时依赖这些推论。
Preschoolers are discerning learners, preferring to trust people who are accurate, reliable, and appropriately-informed. Do these preferences reflect mental-state reasoning, where children infer what others know from their behavior, or do they reflect a reliance on simple cues? In Experiment 1 we show that four- and five-year-olds can infer knowledge from others' behavior when superficial cues and actions are matched across agents. Experiments 2a and 2b further suggest that children track how agents acquired their knowledge, and may use this to determine what different agents will (and will not) know. Finally, Experiment 3 shows that children independently make these knowledge inferences when deciding whom to trust. Our findings suggest that by age four, children have expectations about how knowledge relates to action, use these expectations to infer what others know from what they do, and rely on these inferences when deciding whom to trust.
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