Kimberly A Brink
Biographic Data
| ID | 1465522 |
|---|---|
| NAME | Kimberly A Brink |
| GIVEN NAMES | Kimberly A |
| FAMILY NAME | Brink |
| SIGNATURE | BRINK K A |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-5947-2350 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Robot teachers for children? Young children trust robots depending on their perceived accuracy and agency
Children acquire extensive knowledge from others. Today, children receive information from not only people but also technological devices, like social robots. Two studies assessed whether young children appropriately trust technological informants. One hundred and four 3-year-olds learned the names of novel objects from either a pair of social robots or inanimate machines, where 1 informant was previously shown to be accurate and the other inaccu…
Infants Use Statistical Sampling to Understand the Psychological World
Preverbal infants engage in statistical and probabilistic inference to learn about their linguistic and physical worlds. Do they also employ probabilistic information to understand their social world? Do they infer underlying causal mechanisms from statistical data? Here, we show, with looking‐time methods, that 10‐month‐olds attend to statistical information to understand their social–psychological world and plausibly infer underlying causal mec…
Developing concepts of ordinary and extraordinary communication
We examine how understandings of ordinary and extraordinary communication develop. Three- to 10-year-old children and adults (N = 183) were given scenarios in which a protagonist wanted help from a human (their parent) or from God. Scenarios varied in whether protagonists expressed their desires aloud (by asking) or silently (by hoping), whether (for human scenarios) parents were nearby or far away, and whether (for God scenarios) protagonists ex…
Robot teachers for children? Young children trust robots depending on their perceived accuracy and agency
Children acquire extensive knowledge from others. Today, children receive information from not only people but also technological devices, like social robots. Two studies assessed whether young children appropriately trust technological informants. One hundred and four 3-year-olds learned the names of novel objects from either a pair of social robots or inanimate machines, where 1 informant was previously shown to be accurate and the other inaccu…
Developing concepts of ordinary and extraordinary communication
We examine how understandings of ordinary and extraordinary communication develop. Three- to 10-year-old children and adults (N = 183) were given scenarios in which a protagonist wanted help from a human (their parent) or from God. Scenarios varied in whether protagonists expressed their desires aloud (by asking) or silently (by hoping), whether (for human scenarios) parents were nearby or far away, and whether (for God scenarios) protagonists ex…
Infants Use Statistical Sampling to Understand the Psychological World
Preverbal infants engage in statistical and probabilistic inference to learn about their linguistic and physical worlds. Do they also employ probabilistic information to understand their social world? Do they infer underlying causal mechanisms from statistical data? Here, we show, with looking‐time methods, that 10‐month‐olds attend to statistical information to understand their social–psychological world and plausibly infer underlying causal mec…
Developing concepts of ordinary and extraordinary communication
We examine how understandings of ordinary and extraordinary communication develop. Three- to 10-year-old children and adults (N = 183) were given scenarios in which a protagonist wanted help from a human (their parent) or from God. Scenarios varied in whether protagonists expressed their desires aloud (by asking) or silently (by hoping), whether (for human scenarios) parents were nearby or far away, and whether (for God scenarios) protagonists ex…
Robot teachers for children? Young children trust robots depending on their perceived accuracy and agency
Children acquire extensive knowledge from others. Today, children receive information from not only people but also technological devices, like social robots. Two studies assessed whether young children appropriately trust technological informants. One hundred and four 3-year-olds learned the names of novel objects from either a pair of social robots or inanimate machines, where 1 informant was previously shown to be accurate and the other inaccu…
Psychology (3 works) · Social Psychology (3 works) · Artificial Intelligence (2 works) · Child and Animal Learning Development (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · MEDLINE (2 works) · PsycINFO (2 works) · Social Psychology (2 works) · Agency (philosophy (1 works)