Who can help me fix this toy?” The distinction between causal knowledge and word knowledge guides preschoolers' selective requests for information
Datos Bibliográficos
| ID | 9796342 |
|---|---|
| Autores | Talma Kushnir (0000-0002-7656-6292, Cornell University, autor de correspondencia), Tamar Kushnir, Christopher Vredenburgh, Lauren A Schneider, Lauren Schneider (0000-0003-4300-3765) |
| Año | 2013 |
| Volumen | 49 |
| Número | 3 |
| Páginas | 446-453 |
| Fecha de publicación | 2013-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Developmental Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editorial | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0031649 |
| PMID | 23339590 |
| OpenAlex | W2325720532 |
| Idioma | EN |
| Citas recibidas | 24 |
| Referencias citadas | 19 |
Preschoolers use outcomes of actions to infer causal properties of objects. We asked whether they also use them to infer others' causal abilities and knowledge. In Experiment 1, preschoolers saw 2 informants, 2 tools, and 2 broken toys. One informant (the labeler) knew the names of the tools, but his actions failed to activate the toys. The other (the fixer) was ignorant about the names of the tools, but his actions succeeded in activating the toys. Four-year-olds (and to a lesser extent, 3-year-olds) selectively directed requests for new labels to the labeler and directed requests to fix new broken toys to the fixer. In a second experiment, 4-year-olds also endorsed a fixer's (over a nonfixer's) causal explanations for mechanical failures. They did not, however, ask the fixer about new words (Experiments 1 and 2) or artifact functions (Experiment 1). Thus, preschoolers take demonstrated causal ability as a sign of specialized causal knowledge, which suggests a basis for developing ideas about causal expertise
Artifact (error · Causal reasoning · Cognition · Cognitive psychology · Linguistics · Sign (mathematics · Word (group theory · Child and Animal Learning Development · Educational Strategies and Epistemologies · Language Development and Disorders · Psychology · Social Psychology
Investigating Sensitivity to Shared Information and Personal Experience in Children’s Use of Majority Information
The role of trait inference and pragmatic inference in young children’s selective learning
Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action
Children and adults selectively generalize mechanistic knowledge
School-age children are more skeptical of inaccurate robots than adults
The social meaning of common knowledge across development
Testimony and observation of statistical evidence interact in adults' and children's category-based induction
Six-Year-Olds, but Not Younger Children, Consider the Probability of Being Right by Chance When Inferring Others' Knowledge
Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant
Learning From “Thinkers”
Children seek help based on how others learn
Children selectively endorse speculative conjectures
The role of accuracy in children's judgments of experts' knowledge
Effects of facial attractiveness and information accuracy on preschoolers’ selective trust
Specifying links between infants' theory of mind, associative learning, and selective trust
Focusing on different informant characteristics by situation
Unsafe to eat? How familiar cartoon characters affect children’s learning about potentially harmful foods
Living in a digital ecology
What I don’t know won’t hurt you
The role of trait reasoning in young children’s selective trust
Children’s causal inferences from conflicting testimony and observations
Selective social learning
Confiança Seletiva Em Crianças Pré-Escolares
Young children's conceptions of knowledge
Scaling of Theory-of-Mind Tasks
Adults Don't Always Know Best
Preschoolers Mistrust Ignorant and Inaccurate Speakers
Learning Words from Knowledgeable versus Ignorant Speakers
Trust in Testimony
Preschoolers’ Search for Explanatory Information Within Adult–Child Conversation
A Theory of Causal Learning in Children
Mental models of the earth
On the pragmatics of contrast
Nineteen‐Month‐Olds' Understanding of the Conventionality of Object Labels Versus Desires
Conventionality and cognitive development
Causal learning mechanisms in very young children
Serious fun
Preschoolers monitor the relative accuracy of informants
Accuracy, confidence, and calibration
The Principles of Conventionality and Contrast in Word Learning
The emergence of children's causal explanations and theories
Conditional probability versus spatial contiguity in causal learning
| Obras citantes distintas | 24 |
|---|---|
| Citas por año | 1,85 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 24 |