M A Koenig
Datos Biográficos
| ID | 1591907 |
|---|---|
| NOMBRE | M A Koenig |
| NOMBRES | M A |
| APELLIDO | Koenig |
| FIRMA | KOENIG M A |
| AFILIACIONES | University of Minnesota |
| ORCID | 0000-0002-2186-6087 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 81 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1984 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
Appealing to consequences, or authority? The influence of explanations on children's moral judgments across two cultures
Able and willing
Young children often encounter unsolvable problems with which they require others' help. To receive adequate assistance, children must be savvy about whom they seek help from: Effective helpers must possess both the ability to help (e.g., competence) and a willingness to do so (e.g., benevolence). Although past work suggests that information about competence and benevolence can inform young children's help-seeking behavior, it remains unclear how…
Trusting information from friends
As adults, we might understand that beliefs often spread because people are strongly influenced by their friends, family, and other social connections. However, do we think those influences are strong enough to overrule direct evidence of a friend's unreliability? And do preschoolers expect people to show such biases toward friends and to privilege friendship over reliability? Across three experiments, we explored whether friendship influences th…
Misinformation and children's fact-checking
Trust Matters
Research Findings: Although work across developmental and educational psychology reveals that trust impacts children’s acceptance of claims and that teacher-student relationships impact learning outcomes, little work has integrated these literatures to better understand how students’ trust in their teacher facilitates learning. In the present work, we conceptualize and measure two distinct types of trust – epistemic trust and interpersonal trust …
Understanding the role of testimony in children’s moral development
Mind-mindedness in a high-risk sample
Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and language development. The current study investigates whether mind-mindedness predicts children's language de…
Interpersonal trust in children's testimonial learning
Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial lea…
Greasing (small) palms
We tested when U.S. children reject bribery, and whether their rejections vary by public versus private setting. Six- to 10-year-olds (224 children, 118 boys, 106 girls, majority-White) participated across four experiments, in which participants indicated whether a contest judge should accept a contestant's financial gift. Children conveyed their preferences while in public or in private (in the presence or absence of an adult experimenter). Chil…
Children’s attributions of moral and epistemic virtue
One developmental task faced by children is to identify, remember, and learn from epistemic and moral agents around them who are known to be good or virtuous. Here, in 2 studies, we examined U.S children's ( N = 138; 55% female, 45% male; predominantly White, middle-class) memory processes for agents varying in moral and epistemic virtue. In Study 1, when presented with 16 faces of individuals who were said to vary in moral or epistemic virtue, c…
Learning From “Thinkers”
Four-, 5-, and 6-year olds (N = 102) observed agents perform a reasoning task that required gathering hidden evidence. An agent who made sound inferences was contrasted with an agent who made either unsound inferences (UI; failed to base conclusion on gathered evidence) or guesses (failed to gather evidence). Four-year olds attributed knowledge to all agents and endorsed their conclusions widely. However, 5- and 6-year olds’ knowledge attribution…
The role of testimony in children’s moral decision making
What does it take know a moral truth or principle? Although testimony is an undisputed source of empirical knowledge of contingent facts, it is less clear whether it is possible to acquire "second-hand moral knowledge" (Jones, 1999; Wolff, 1998). In the present studies, 3- to 5-year-old Chinese ( N = 124) and U.S. American ( N = 90) children were asked to judge whether novel, distress-inducing actions were morally permissible, both independently …
Cognitive Foundations of Learning from Testimony
Humans acquire much of their knowledge from the testimony of other people. An understanding of the way that information can be conveyed via gesture and vocalization is present in infancy. Thus, infants seek information from well-informed interlocutors, supply information to the ignorant, and make sense of communicative acts that they observe from a third-party perspective. This basic understanding is refined in the course of development. As they …
What I don’t know won’t hurt you
Testimony is a valuable source of information for young learners, in particular if children maintain vigilance against errors while still being open to learning from imperfectly knowledgeable sources. We find support for this idea by examining how children evaluate individual speakers who present very different epistemic risks by being previously ignorant or inaccurate. Results across 2 experiments show that children attribute knowledge to (Exper…
Selective social learning
This special issue was motivated by the recent, wide-ranging interest in the development of children's selective social learning. Human beings have a far-reaching dependence on others for information, and the focus of this issue is on the processes by which children selectively and intelligently learn from others. It showcases some of the finest current work in this area and also aims to encourage new lines of investigation and new ways of thinki…
Children's use of moral behavior in selective trust
Does valence play a role in children's sensitivity to and use of moral information in the service of selective learning? In the present experiment, we explored this question by presenting 3- to 5-year-old children with informants who behaved in ways consistent or inconsistent with sociomoral norms, such as helping a peer retrieve a toy or deliberately tearing a peer's artwork. "Good" versus "bad" informants were contrasted with putatively neutral…
Toddlers learn words in a foreign language
The current study examined monolingual English-speaking toddlers' ( N =50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target …
Entitled to Trust? Philosophical Frameworks and Evidence from Children
How do children acquire beliefs from testimony? In this chapter, we discuss children's trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the…
Sensitivity of 24-month-olds to the prior inaccuracy of the source
Three studies examined 24-month-olds' sensitivity to the prior accuracy of the source of information and the way in which young children modify their word learning from inaccurate sources. In Experiments 1A, 2, and 3, toddlers interacted with an accurate or inaccurate speaker who trained and tested children's comprehension of a new word-object link. In Experiment 1, children performed less systematically in response to an inaccurate than to an ac…
Preschoolers monitor the relative accuracy of informants
In 2 studies, the sensitivity of 3- and 4-year-olds to the previous accuracy of informants was assessed. Children viewed films in which 2 informants labeled familiar objects with differential accuracy (across the 2 experiments, children were exposed to the following rates of accuracy by the more and less accurate informants, respectively: 100% vs. 0%, 100% vs. 25%, 75% vs. 0%, and 75% vs. 25%). Next, children watched films in which the same 2 inf…
Trust in Testimony
Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that other people's testimony simply amplifies children's access to empirical data. However, children's under…
Preschoolers Mistrust Ignorant and Inaccurate Speakers
Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds—but not 3-year-olds—predict…
Trust in Testimony
The extent to which young children monitor and use the truth of assertions to gauge the reliability of subsequent testimony was examined. Three- and 4-year-old children were presented with two informants, an accurate labeler and an inaccurate labeler. They were then invited to learn names for novel objects from these informants. The children correctly monitored and identified the informants on the basis of the truth of their prior labeling. Furth…
The Ontogenesis of Trust
Psychologists have emphasized children's acquisition of information through first‐hand observation. However, many beliefs are acquired from others’ testimony. In two experiments, most 4‐year‐olds displayed sceptical trust in testimony. Having heard informants’ accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored th…
The role of animacy in children's understanding of ‘move’
Animals are distinctive in that they are the causal agents of their own actions (e.g. a dog moves itself), whereas artifacts generally are not (e.g. a marble doesn't move itself). We examined whether children make use of this conceptual link between animacy and agency when interpreting the verb 'move' in English. Specifically, we hypothesized that the semantic interpretation of 'move' would differ, depending on whether the subject noun refers to …
Preschoolers monitor the relative accuracy of informants
In 2 studies, the sensitivity of 3- and 4-year-olds to the previous accuracy of informants was assessed. Children viewed films in which 2 informants labeled familiar objects with differential accuracy (across the 2 experiments, children were exposed to the following rates of accuracy by the more and less accurate informants, respectively: 100% vs. 0%, 100% vs. 25%, 75% vs. 0%, and 75% vs. 25%). Next, children watched films in which the same 2 inf…
Sensitivity of 24-month-olds to the prior inaccuracy of the source
Three studies examined 24-month-olds' sensitivity to the prior accuracy of the source of information and the way in which young children modify their word learning from inaccurate sources. In Experiments 1A, 2, and 3, toddlers interacted with an accurate or inaccurate speaker who trained and tested children's comprehension of a new word-object link. In Experiment 1, children performed less systematically in response to an inaccurate than to an ac…
Selective social learning
This special issue was motivated by the recent, wide-ranging interest in the development of children's selective social learning. Human beings have a far-reaching dependence on others for information, and the focus of this issue is on the processes by which children selectively and intelligently learn from others. It showcases some of the finest current work in this area and also aims to encourage new lines of investigation and new ways of thinki…
Children's use of moral behavior in selective trust
Does valence play a role in children's sensitivity to and use of moral information in the service of selective learning? In the present experiment, we explored this question by presenting 3- to 5-year-old children with informants who behaved in ways consistent or inconsistent with sociomoral norms, such as helping a peer retrieve a toy or deliberately tearing a peer's artwork. "Good" versus "bad" informants were contrasted with putatively neutral…
Husband-Wife Inconsistencies in Contraceptive Use Responses
What I don’t know won’t hurt you
Testimony is a valuable source of information for young learners, in particular if children maintain vigilance against errors while still being open to learning from imperfectly knowledgeable sources. We find support for this idea by examining how children evaluate individual speakers who present very different epistemic risks by being previously ignorant or inaccurate. Results across 2 experiments show that children attribute knowledge to (Exper…
Duration of protective immunity conferred by maternal tetanus toxoid immunization
OBJECTIVES: Although maternal tetanus immunization has been shown to be highly effective in the prevention of neonatal tetanus, unresolved questions remain concerning the required minimum number of doses and the resulting duration of effective immunity. This study examined the duration of effective immunity against neonatal tetanus provided by maternal tetanus immunization. METHODS: A randomized, double-blind cholera vaccine trial of 41,571 child…
Entitled to Trust? Philosophical Frameworks and Evidence from Children
How do children acquire beliefs from testimony? In this chapter, we discuss children's trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the…
Trusting information from friends
As adults, we might understand that beliefs often spread because people are strongly influenced by their friends, family, and other social connections. However, do we think those influences are strong enough to overrule direct evidence of a friend's unreliability? And do preschoolers expect people to show such biases toward friends and to privilege friendship over reliability? Across three experiments, we explored whether friendship influences th…
Children’s attributions of moral and epistemic virtue
One developmental task faced by children is to identify, remember, and learn from epistemic and moral agents around them who are known to be good or virtuous. Here, in 2 studies, we examined U.S children's ( N = 138; 55% female, 45% male; predominantly White, middle-class) memory processes for agents varying in moral and epistemic virtue. In Study 1, when presented with 16 faces of individuals who were said to vary in moral or epistemic virtue, c…
The role of testimony in children’s moral decision making
What does it take know a moral truth or principle? Although testimony is an undisputed source of empirical knowledge of contingent facts, it is less clear whether it is possible to acquire "second-hand moral knowledge" (Jones, 1999; Wolff, 1998). In the present studies, 3- to 5-year-old Chinese ( N = 124) and U.S. American ( N = 90) children were asked to judge whether novel, distress-inducing actions were morally permissible, both independently …
Husband—wife inconsistencies in contraceptive use responses
The reliability of responses in fertility surveys to questions on topics such as contraceptive use has long been a subject of concern. This paper explores one type of response reliability — the consistency between spouses in their responses to questions on use of contraception — using survey and case study data from a sample of rural Indian husbands and wives. The findings suggest that response inconsistencies between husband and wife appear to r…
Husband—wife inconsistencies in contraceptive use responses
The reliability of responses in fertility surveys to questions on topics such as contraceptive use has long been a subject of concern. This paper explores one type of response reliability — the consistency between spouses in their responses to questions on use of contraception — using survey and case study data from a sample of rural Indian husbands and wives. The findings suggest that response inconsistencies between husband and wife appear to r…
Husband-Wife Inconsistencies in Contraceptive Use Responses
Husband-wife Inconsistencies in Contraceptive Use Responses
The reliability of responses in fertility surveys to questions on topics such as contraceptive use has long been a subject of concern. This paper explores one type of response reliability — the consistency between spouses in their responses to questions on use of contraception — using survey and case study data from a sample of rural Indian husbands and wives. The findings suggest that response inconsistencies between husband and wife appear to r…
Duration of protective immunity conferred by maternal tetanus toxoid immunization
OBJECTIVES: Although maternal tetanus immunization has been shown to be highly effective in the prevention of neonatal tetanus, unresolved questions remain concerning the required minimum number of doses and the resulting duration of effective immunity. This study examined the duration of effective immunity against neonatal tetanus provided by maternal tetanus immunization. METHODS: A randomized, double-blind cholera vaccine trial of 41,571 child…
The role of animacy in children's understanding of ‘move’
Animals are distinctive in that they are the causal agents of their own actions (e.g. a dog moves itself), whereas artifacts generally are not (e.g. a marble doesn't move itself). We examined whether children make use of this conceptual link between animacy and agency when interpreting the verb 'move' in English. Specifically, we hypothesized that the semantic interpretation of 'move' would differ, depending on whether the subject noun refers to …
Trust in Testimony
The extent to which young children monitor and use the truth of assertions to gauge the reliability of subsequent testimony was examined. Three- and 4-year-old children were presented with two informants, an accurate labeler and an inaccurate labeler. They were then invited to learn names for novel objects from these informants. The children correctly monitored and identified the informants on the basis of the truth of their prior labeling. Furth…
The Ontogenesis of Trust
Psychologists have emphasized children's acquisition of information through first‐hand observation. However, many beliefs are acquired from others’ testimony. In two experiments, most 4‐year‐olds displayed sceptical trust in testimony. Having heard informants’ accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored th…
Preschoolers Mistrust Ignorant and Inaccurate Speakers
Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds—but not 3-year-olds—predict…
Trust in Testimony
Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that other people's testimony simply amplifies children's access to empirical data. However, children's under…
Preschoolers monitor the relative accuracy of informants
In 2 studies, the sensitivity of 3- and 4-year-olds to the previous accuracy of informants was assessed. Children viewed films in which 2 informants labeled familiar objects with differential accuracy (across the 2 experiments, children were exposed to the following rates of accuracy by the more and less accurate informants, respectively: 100% vs. 0%, 100% vs. 25%, 75% vs. 0%, and 75% vs. 25%). Next, children watched films in which the same 2 inf…
Sensitivity of 24-month-olds to the prior inaccuracy of the source
Three studies examined 24-month-olds' sensitivity to the prior accuracy of the source of information and the way in which young children modify their word learning from inaccurate sources. In Experiments 1A, 2, and 3, toddlers interacted with an accurate or inaccurate speaker who trained and tested children's comprehension of a new word-object link. In Experiment 1, children performed less systematically in response to an inaccurate than to an ac…
Toddlers learn words in a foreign language
The current study examined monolingual English-speaking toddlers' ( N =50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target …
Entitled to Trust? Philosophical Frameworks and Evidence from Children
How do children acquire beliefs from testimony? In this chapter, we discuss children's trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the…
Selective social learning
This special issue was motivated by the recent, wide-ranging interest in the development of children's selective social learning. Human beings have a far-reaching dependence on others for information, and the focus of this issue is on the processes by which children selectively and intelligently learn from others. It showcases some of the finest current work in this area and also aims to encourage new lines of investigation and new ways of thinki…
Children's use of moral behavior in selective trust
Does valence play a role in children's sensitivity to and use of moral information in the service of selective learning? In the present experiment, we explored this question by presenting 3- to 5-year-old children with informants who behaved in ways consistent or inconsistent with sociomoral norms, such as helping a peer retrieve a toy or deliberately tearing a peer's artwork. "Good" versus "bad" informants were contrasted with putatively neutral…
What I don’t know won’t hurt you
Testimony is a valuable source of information for young learners, in particular if children maintain vigilance against errors while still being open to learning from imperfectly knowledgeable sources. We find support for this idea by examining how children evaluate individual speakers who present very different epistemic risks by being previously ignorant or inaccurate. Results across 2 experiments show that children attribute knowledge to (Exper…
Cognitive Foundations of Learning from Testimony
Humans acquire much of their knowledge from the testimony of other people. An understanding of the way that information can be conveyed via gesture and vocalization is present in infancy. Thus, infants seek information from well-informed interlocutors, supply information to the ignorant, and make sense of communicative acts that they observe from a third-party perspective. This basic understanding is refined in the course of development. As they …
The role of testimony in children’s moral decision making
What does it take know a moral truth or principle? Although testimony is an undisputed source of empirical knowledge of contingent facts, it is less clear whether it is possible to acquire "second-hand moral knowledge" (Jones, 1999; Wolff, 1998). In the present studies, 3- to 5-year-old Chinese ( N = 124) and U.S. American ( N = 90) children were asked to judge whether novel, distress-inducing actions were morally permissible, both independently …
Learning From “Thinkers”
Four-, 5-, and 6-year olds (N = 102) observed agents perform a reasoning task that required gathering hidden evidence. An agent who made sound inferences was contrasted with an agent who made either unsound inferences (UI; failed to base conclusion on gathered evidence) or guesses (failed to gather evidence). Four-year olds attributed knowledge to all agents and endorsed their conclusions widely. However, 5- and 6-year olds’ knowledge attribution…
Interpersonal trust in children's testimonial learning
Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial lea…
Greasing (small) palms
We tested when U.S. children reject bribery, and whether their rejections vary by public versus private setting. Six- to 10-year-olds (224 children, 118 boys, 106 girls, majority-White) participated across four experiments, in which participants indicated whether a contest judge should accept a contestant's financial gift. Children conveyed their preferences while in public or in private (in the presence or absence of an adult experimenter). Chil…
Children’s attributions of moral and epistemic virtue
One developmental task faced by children is to identify, remember, and learn from epistemic and moral agents around them who are known to be good or virtuous. Here, in 2 studies, we examined U.S children's ( N = 138; 55% female, 45% male; predominantly White, middle-class) memory processes for agents varying in moral and epistemic virtue. In Study 1, when presented with 16 faces of individuals who were said to vary in moral or epistemic virtue, c…
Trust Matters
Research Findings: Although work across developmental and educational psychology reveals that trust impacts children’s acceptance of claims and that teacher-student relationships impact learning outcomes, little work has integrated these literatures to better understand how students’ trust in their teacher facilitates learning. In the present work, we conceptualize and measure two distinct types of trust – epistemic trust and interpersonal trust …
Understanding the role of testimony in children’s moral development
Mind-mindedness in a high-risk sample
Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and language development. The current study investigates whether mind-mindedness predicts children's language de…
Psychology (28 obras) · Child and Animal Learning Development (19 obras) · Social Psychology (18 obras) · Developmental psychology (17 obras) · Cognitive psychology (9 obras) · Computer Science (8 obras) · Epistemology (8 obras) · Social Psychology (8 obras) · Psychology of Moral and Emotional Judgment (7 obras) · Educational Strategies and Epistemologies (6 obras)