Browsing by Subject "Selective trust"
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Item Open Access “Because she is a know-it-all”: school-aged children’s understanding of calibration for hesitant informants(2023-07) Sunay, OnurCalibration refers to the extent to which one’s confidence predicts their accuracy. Accordingly; someone accurate and confident, and someone inaccurate and hesitant are well-calibrated; and someone inaccurate and confident, and someone accurate but hesitant are poorly calibrated. Although there is evidence of adults’ calibration understanding, children do not have a complete understanding of calibration. The current study aimed to investigate children’s calibration understanding better. To that end, 7-, 9-, and 11-year-old children were tested on three calibration tasks with informants that included the inaccurate and hesitant informant. The tasks included explicit and implicit measures of calibration. The results showed that children performed similarly across all ages, but there were differences in how children performed between different tasks. Also, accuracy had more influence on children’s judgments for who was a reliable informant than confidence. Third, more children passed the implicit calibration task but failed the explicit one than vice versa. Lastly, children’s calibration understanding was not related to their executive function (EF) abilities. These results suggest that calibration is a complex ability influenced by social situations. The role situations play and how they might be used as a broader framework to explain calibration are highlighted in the discussion. EF and other cognitive abilities that might be related to calibration understanding are also discussed.Item Open Access Cultural affordances: Does model reliability affect over-imitation in preschoolers(Elsevier Ltd, 2021-03) Jedediah W.P., Allen; Sümer, Cansu; Ilgaz, HandeOne general perspective on why children over-imitate is that they are learning about the normatively correct way of doing things. If correct, then characteristics of the demonstrator should be relevant. Accordingly, the current study aimed to investigate how the reliability of an adult model influences children’s selectivity of what to imitate in an over-imitation situation (i.e., when some of the actions are causally irrelevant). Seventy-eight preschoolers between 3 and 6 years of age participated at school or in the lab on four tasks. A canonical trust paradigm was used to manipulate model reliability in terms of past accuracy. Children then watched either the reliable or unreliable model open a transparent box using the same relevant and irrelevant actions. In addition, children completed a standard ToM battery. Results indicated that children were more likely to over-imitate from a demonstration given by the reliable versus unreliable model. Children’s ToM abilities were not related to their over-imitation behavior but showed some relations to their trust performance. Overall, the results provide support for a social situational approach to over-imitation that fits most closely with the norm learning perspective.Item Open Access Epistemic or interpersonal? Children’s selective trust decisions in others(2023-03) Başaran, BusenurMuch of children’s learning about the world, particularly early in life, depends on what others say to them. Despite the clear benefits of learning from others, people sometimes may offer inaccurate information either due to the lack of competence or the motivation to deceive. Fortunately, an amassing body of research shows that children are not completely credulous in their learning decisions. Instead, children are selective in whom they prefer to learn from (e.g., preferring accurate over inaccurate or nice over mean informants). Although there is ample evidence that children engage in selective learning strategies that enable them to distinguish reliable sources from unreliable ones, the cognitive basis for this selectivity is still a puzzle. The mechanisms behind selective trust are primarily couched in terms of accepting testimony as inductive evidence and children’s trust as a rational inference from the evidence. However, there are relevant interpersonal considerations that affect whom children prefer to learn from as well as whom they choose to play with. For example, children may sometimes attribute more knowledge to one informant but still choose to share, play, or affiliate with the other. The current study, therefore, was designed to investigate whether particular conditions (e.g., an informant who is smart but mean) affect children’s trust preferences differently depending on the task. In the familiarization trials, 5- to 7-year-olds (N = 134) were shown a pair of competent informants but in different domains (i.e., nice but inaccurate vs. mean but inaccurate informant). In the test trials, children were asked to choose between the informants for two tasks that either demanded epistemic or interpersonal considerations. The results suggest that 7-year-olds’ decisions to learn from and practical decisions to share with an informant changed as a function of an informant’s characteristics relevant to the given tasks. However, 5-year-olds’ epistemic trust was weakened by interpersonal faults (i.e., whether the agent was nice or mean). This indicates that interpersonal violations of trust may constitute a more serious type of agent failure that is prone to be generalized by children across different domains.Item Open Access What’s the evidence say? The relation between evidential-trust and theory of mind(Psychology Press, 2023-09-24) Çelik, Bartuğ; Ergut, Nice; Allen, Jedediah W.P.Previous research has shown that linguistic cues such as mental and modal verbs can influence young children’s judgments about the reliability of informants. Further, certain languages include grammatical morphemes (i.e. evidential markers), which clarify the source of information coming from testimony (e.g., Bulgarian, Japanese, Turkish). Accordingly, the first aim of the current study is to examine whether Turkish-speaking children’s reliability judgments change based on evidential markers (i.e. the past-tense direct evidential marker, –DI, and the past-tense indirect evidential marker, –mIş). The literature has also investigated whether selective trust abilities are related to understanding the epistemic states of others (i.e., Theory of Mind). Therefore, the second aim is to examine the relation between selective trust based on evidential markers and ToM abilities by including a comprehensive ToM battery. Eighty-six Turkish-speaking preschool and elementary school children between the ages of 4 and 7, residing in a metropolitan city in Turkey, participated in a selective trust task based on evidential markers, a general language task, and a ToM battery. The results of the current study showed that after the age of 6, Turkish-speaking children start to selectively trust the informant using the past-tense direct evidential marker, –DI, over the past-tense indirect evidential marker, –mIş. Selective trust performance was related to receptive vocabulary but not to ToM abilities after controlling for participant gender and age. Overall, the results contribute to current discussions about children’s selective trust ability based on linguistic cues and its relation with ToM.