From Credulity Bias to Selective Trust
Children’s Testimonial Learning and Its Educational Implications
Bibliographic Data
| ID | 9734403 |
|---|---|
| Authors | Junjin Hu (0009-0009-2450-7483, Shanghai Normal University, Shanghai, corresponding author) |
| Year | 2026 |
| Volume | 55 |
| Issue | 3 |
| Pages | 197-203 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251410177 |
| OpenAlex | W7118502802 |
| Language | EN |
| Citations received | 1 |
| References cited | 45 |
Children’s testimonial learning undergoes a developmental shift from credulity bias to selective trust. Whereas young children tend to accept others’ testimony without question, they gradually learn to evaluate its credibility based on cues, such as the speaker’s accuracy, expertise, and contextual reliability. Drawing on research in developmental psychology, this article challenges the romanticized view of children as autonomous learners, highlighting the crucial role of testimony in learning, and further argues that testimonial learning is also shaped by sociopolitical contexts
Credibility · Experiential learning · False Memory · Learning theory · Testimonial · Child and Animal Learning Development · Educational Strategies and Epistemologies · Memory Processes and Influences
Apprenticeship in Thinking
Trusting What You're Told
Trust in Testimony
The Role of Trust in Knowledge
Choosing your informant
Trust in Testimony
Behaviorism, Cognitivism, Constructivism
Does discovery-based instruction enhance learning?
Cognitive Foundations of Learning from Testimony
Why Minimal Guidance During Instruction Does Not Work
The Role of Tutoring in Problem Solving
Testimonial Injustice
Young children's conceptualization of empirical disagreement
The Epistemology of Resistance
Epistemic Vigilance
Tracking Epistemic Violence, Tracking Practices of Silencing
Teachers' Perceptions and Expectations and the Black-White Test Score Gap
Preschoolers monitor the relative accuracy of informants
Mitigating Against Epistemic Injustice in Educational Research
Toward a Theory of Culturally Relevant Pedagogy
The Silenced Dialogue
Reconstructing constructivism
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |