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Robot teachers for children? Young children trust robots depending on their perceived accuracy and agency

Bibliographic Data

ID8094043
AuthorsKimberly A Brink (0000-0001-5947-2350, corresponding author), Henry M Wellman (0000-0001-6745-6959)
Year2020
Volume56
Issue7
Pages1268-1277
Publication date2020-05-28
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/dev0000884
PMID32463269
OpenAlexW3032289186
LanguageEN
Citations received19
References cited10

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 inaccurate. Children trusted information from an accurate social robot over an inaccurate one, as they have been shown to do for human informants, and even more so when they perceived the robots as having psychological agency. However, children did not learn selectively from inanimate, but accurate, machines. Children can learn from technological devices (e.g., social robots) but trust their information more when the device appears to have mindful agency. (PsycInfo Database Record (c) 2020 APA, all rights reserved

Agency (philosophy · Developmental psychology · MEDLINE · Mobile robot · PsycINFO · Robot · Social robot · AI in Service Interactions · Applied Psychology · Artificial Intelligence · Computer Science · Psychology · Robotics and Automated Systems · Social Psychology · Social Robot Interaction and HRI

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Unique citing works19
Citations per year3,8
Citation span2021 - 2026 (6)
Citation velocitycurrent
Highly citedNo
Citation typesNeutral: 19

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