The Right Stuff: Preschoolers Generalize Reliability across Communicative Domains When Informants Show Semantic (Not Episodic) Knowledge

Autor/inn/en	Palmquist, Carolyn M.; Fierro, Marissa G.
Titel	The Right Stuff: Preschoolers Generalize Reliability across Communicative Domains When Informants Show Semantic (Not Episodic) Knowledge
Quelle	In: Journal of Cognition and Development, 19 (2018) 5, S.552-567 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1526174
Schlagwörter	Preschool Children; Generalization; Reliability; Knowledge Level; Semantics; Inferences; Nonverbal Communication; Theory of Mind; Speech + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reliabilität; Wissensbasis; Semantik; Inference; Inferenz; Non-verbal communication; Nonverbale Kommunikation; Speaking; Sprechen
Abstract	Although preschoolers have strong expectations about the pedagogical nature of pointing gestures (Csibra & Gergely, 2006), more recent work has shown that preschoolers prefer to use informants' spoken language, not their pointing gestures, to make judgments about their reliability (Palmquist & Jaswal, 2015). Here, we explored children's inferences about pointers using a standard selective trust paradigm. Specifically, we asked whether 4- and 5-year-olds generalize reliability across communicative domains (from pointing ability to speaking ability). We found that children preferred to make generalizations about pointers' reliability when they had conveyed semantic, but not episodic, knowledge. Individual differences in theory of mind also predicted children's willingness to make generalizations about pointers' reliability. Both sets of results suggest that multiple factors (i.e., the type of knowledge an informant shares and individual differences in children's cognitive development) affect whether preschoolers generalize others' reliability across domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01