390
Views
10
CrossRef citations to date
0
Altmetric
Articles

Young Children Choose to Inform Previously Knowledgeable Others

, , , &

REFERENCES

  • Anderson, N., & Butzin, C. (1978). Integration theory applied to children’s judgments of equity. Developmental Psychology, 14, 593–606.
  • Birch, S. A. J., Vauthier, S. A., & Bloom, P. (2008). Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition, 107, 1018–1034.
  • Boseovski, J. J. (2010). Evidence of ‘rose-colored glasses’: An examination of the positivity bias in young children’s personality judgments. Child Development Perspectives, 4, 212–218.
  • Boseovski, J. J. (2012). Trust in testimony about strangers: Younger children prefer reliable informants who make positive attributions. Journal of Experimental Psychology, 111, 543–551.
  • Boseovski, J. J., Shallwani, S., & Lee, K. (2009). ‘It’s all good’: Children’s personality attributions after repeated success and failure in peer and computer interactions. British Journal of Developmental Psychology, 27, 783–797.
  • Brosseau-Liard, P. E., & Birch, S. A. J. (2010). ‘I bet you know more and are nicer too!’: What children infer from others’ accuracy. Developmental Science, 13, 772–778.
  • Cluver, A., Heyman, G., & Carver, L. J. (2013). Young children selectively seek help when solving problems. Journal of Experimental Child Psychology, 115, 570–578.
  • Corriveau, K. H., & Harris, P. L. (2009). Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information. Developmental Science, 12, 188–193.
  • Danovitch, J. H., & Keil, F. (2004). Should you ask a fisherman or a biologist? Developmental shifts in ways of clustering knowledge. Child Development, 75, 918–931.
  • Enright, R. D., Bjerstedt, A., Enright, W. F., Levy, V. M., Lapsley, D. K., Buss, R. R., & Zindler, M. (1984). Distributive justice development: Cross-cultural, contextual, and longitudinal evaluations. Child Development, 55, 1737–1751.
  • Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Cambridge. MA: Belknap/Harvard University Press.
  • Harris, P. L., & Corriveau, K. H. (2011). Young children’s selective trust in informants. Philosophical Transactions of the Royal Society B, 366, 1179–1187.
  • Heyman, G. D., Gee, C. L., & Giles, J. W. (2003). Preschool children’s reasoning about ability. Child Development, 74, 516–534.
  • Jaswal, V. K., McKercher, D. A., & VanderBorght, M. (2008). Limitations on reliability: Regularity in the English plural and past tense. Child Development, 79, 750–760.
  • Jaswal, V. K., & Neely, L. A. (2006). Adults don’t always know best: Preschoolers use past reliability over age when learning new words. Psychological Science, 17, 757–758.
  • Jost, J. T., & Banaji, M. R. (1994). The role of stereotyping in system-justification and the production of false consciousness. British Journal of Social Psychology, 33, 1–27.
  • Kenward, B., & Dahl, M. (2011). Preschoolers distribute scarce resources according to the moral valence of recipients’ previous actions. Developmental Psychology, 47, 1054–1064.
  • Koenig, M. A. (2010). Selective trust in testimony: Children’s evaluation of the message, the speaker and the speech act. In T. Gendler & J. Hawthorne (Eds.), Oxford studies in epistemology ( Vol. 3, pp. 253–273). Oxford, UK: Oxford University Press.
  • Koenig, M. A., & Harris, P. L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child Development, 76, 1261–1277.
  • Lane, J. D., Wellman, H, M., & Gelman, S. A. (2013). Informants’ traits weigh heavily in young children’s trust in testimony and in their epistemic inferences. Child Development. 84, 1253–1268.
  • Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732–739.
  • Lutz, D. J., & Keil, F. C. (2002). Early understanding of the division of cognitive labor. Child Development, 73, 1073–1084.
  • Mills, C. M., Legare, C. H., Grant, M. G., & Landrum, A. R. (2011). Determining who to question, what to ask, and how much information to ask for: The development of inquiry in young children. Journal of Experimental Child Psychology, 110, 539–560.
  • Nelson, S. A., & Dweck, C. S. (1977). Motivation and competence as determinants of young children’s reward allocation. Developmental Psychology, 13, 192–197.
  • Nurmsoo, E., & Robinson, E. J. (2009). Children’s trust in previously inaccurate informants who were well or poorly informed: When past errors can be excused. Child Development, 80, 23–27.
  • Olson, K. R., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2011). Children’s responses to group-based inequalities: Perpetuation and rectification. Social Cognition, 29, 270–287.
  • Olson, K. R., & Spelke, E. S. (2008). Foundations of cooperation in young children. Cognition, 108, 222–231.
  • Palmquist, C. M., & Jaswal, V. K. (2012). Preschoolers expect pointers (even ignorant ones) to be knowledgeable. Psychological Science, 23, 230–231.
  • Sabbagh, M. A., & Baldwin, D. A. (2001). Learning words from knowledgeable versus ignorant speakers: Links between preschoolers’ theory of mind and semantic development. Child Development, 72, 1054–1070.
  • Sabbagh, M. A., & Shafman, D. (2009). How children block learning from ignorant speakers. Cognition, 112, 415–422.
  • Shatz, M., & Gelman, R. (1973). The development of communication skills: Modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38(5, Serial No. 152).
  • Shaw, A. & Olson, K. R. (2012). Children discard a resource to avoid inequity. Journal of Experimental Psychology: General, 141, 382–395.
  • Shwe, H. I., & Markman, E. M. (1997). Young children’s appreciation of the mental impact of their communicative signals. Developmental Psychology, 33, 630–636.
  • Sigelman, C. K., & Waitzman, K. A. (1991). The development of distributive justice orientations: Contextual influences on children’s resource allocations. Child Development, 62, 1367–1378.
  • Sobel, D. M., & Corriveau, K. H. (2010). Children monitor individuals’ expertise for word learning. Child Development, 81, 669–679. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01422.x/abstract
  • Tomasello, M. (2009). Why we cooperate. Cambridge, MA: MIT Press.
  • VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, 61–71.
  • Zinser, O., Perry, J. S., & Edgar, R. M. (1975). Affluence of recipient, value of donations, and sharing behavior in preschool children. Journal of Psychology: Interdisciplinary and Applied, 89, 301–305.
  • Ziv, M., & Frye, D. (2004). Children’s understanding of teaching: The role of knowledge and belief. Cognitive Development, 19, 457–477.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.