When do children trust the expert? Benevolence information influences children's trust more than expertise
When do children trust the expert? Benevolence information influences children's trust more than expertise
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DOI：
10.1111/desc.12059
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发表时间：
2013-07-01
影响因子：
3.7
通讯作者：
Johnston, Angie M.
中科院分区：
文献类型：
--
作者：
Landrum, Asheley R.;Mills, Candice M.;Johnston, Angie M.
孩子们如何使用线人的善良，卑鄙，和专业知识之间的选择线人索赔和信贷线人的知识？在实验1中，学龄前儿童会见了两名专家提供相互矛盾的主张，其中只有一个有相关的专业知识。5奥尔兹的孩子比3岁的孩子更认同相关专家的说法，并相信他的知识。在实验2中，加入了好/坏信息。虽然儿童最强烈地倾向于好的相关专家，儿童往往会选择好的不相关的专家时，相关的是意味着。在实验3中，一个平均的专家与一个不错的非专家配对。尽管这位好心的线人没有任何专业知识，但学龄前儿童继续支持他的说法，并相信他的知识。同样值得注意的是，在所有三个实验中，孩子们似乎更难选择相关专家的说法，而不是相信他的知识。总之，这些实验表明，善良/卑鄙的信息可以有力地影响孩子如何评价线人。
How do children use informant niceness, meanness, and expertise when choosing between informant claims and crediting informants with knowledge? In Experiment 1, preschoolers met two experts providing conflicting claims for which only one had relevant expertise. Five-year-olds endorsed the relevant expert's claim and credited him with knowledge more often than 3-year-olds. In Experiment 2, niceness/meanness information was added. Although children most strongly preferred the nice relevant expert, the children often chose the nice irrelevant expert when the relevant one was mean. In Experiment 3, a mean expert was paired with a nice non-expert. Although this nice informant had no expertise, preschoolers continued to endorse his claims and credit him with knowledge. Also noteworthy, children in all three experiments seemed to struggle more to choose the relevant expert's claim than to credit him with knowledge. Together, these experiments demonstrate that niceness/meanness information can powerfully influence how children evaluate informants.