Trust and Skepticism : Children's selective learning from testimony.

By: Robinson, Elizabeth JContributor(s): Einav, ShiriMaterial type: TextTextSeries: eBooks on DemandCurrent Issues in Developmental Psychology: Publisher: London : Taylor and Francis, 2014Copyright date: ©2014Description: 1 online resource (177 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781317909651Subject(s): Child psychology | Social adjustment in children | Social perception in children | Trust in children | Truthfulness and falsehood in childrenGenre/Form: Electronic books.Additional physical formats: Print version:: Trust and Skepticism : Children's selective learning from testimonyDDC classification: 155.4 LOC classification: BF723.T78 -- T78 2014Online resources: Click here to view this ebook.
Contents:
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of contributors -- Acknowledgments -- Introduction -- 1 Characterizing children's responsiveness to cues of speaker trustworthiness: two proposals -- 2 Learning from testimony about religion and science -- 3 Does understanding about knowledge and belief influence children's trust in testimony? -- 4 Inquiring minds: using questions to gather information from others -- 5 Gullible's travel: how honest and trustful children become vigilant communicators -- 6 Children's reasoning about deception: a cross-cultural perspective -- 7 Cultural differences in children's learning from others -- 8 Resolving conflicts between observation and testimony: the role of inhibitory control -- 9 Trust in others' versions of experience: implications for children's autobiographical memory -- 10 Commentary I: Developing dimensions of deference: the cognitive and social underpinnings of trust in testimony and its development -- 11 Commentary II: "If you've seen it before, then you know": physical evidence and children's trust in testimony -- Index.
Summary: Children learn a great deal from other people, including history, science and religion, as well as language itself. Although our informants are usually well-intentioned, they can be wrong, and sometimes people deceive deliberately.  As soon as children can learn from what others tell them, they need to be able to evaluate the likely truth of such testimony. This book is the first of its kind to provide an overview of the field of testimony research, summarizing and discussing the latest findings into how children make such evaluations - when do they trust what people tell them, and when are they skeptical? The nine chapters are organized according to the extent to which testimony is necessary for children to learn the matter in question - from cases where children are entirely dependent on the testimony of others, to cases where testimony is merely a convenient way of learning. Chapters also consider situations where reliance on testimony can lead a child astray, and the need for children to learn to be vigilant to deception, to ask questions appropriately, and to evaluate what they are told. With an international range of contributors, and two concluding commentaries which integrate the findings within a broader perspective of research on child development, the book provides a thorough overview of this emerging sub-field. Trust and Skepticism will be essential reading for researchers, academic teachers and advanced students working in the areas of cognitive development and language development, and will also be of great interest to educationists concerned with nursery and primary education.
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Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of contributors -- Acknowledgments -- Introduction -- 1 Characterizing children's responsiveness to cues of speaker trustworthiness: two proposals -- 2 Learning from testimony about religion and science -- 3 Does understanding about knowledge and belief influence children's trust in testimony? -- 4 Inquiring minds: using questions to gather information from others -- 5 Gullible's travel: how honest and trustful children become vigilant communicators -- 6 Children's reasoning about deception: a cross-cultural perspective -- 7 Cultural differences in children's learning from others -- 8 Resolving conflicts between observation and testimony: the role of inhibitory control -- 9 Trust in others' versions of experience: implications for children's autobiographical memory -- 10 Commentary I: Developing dimensions of deference: the cognitive and social underpinnings of trust in testimony and its development -- 11 Commentary II: "If you've seen it before, then you know": physical evidence and children's trust in testimony -- Index.

Children learn a great deal from other people, including history, science and religion, as well as language itself. Although our informants are usually well-intentioned, they can be wrong, and sometimes people deceive deliberately.  As soon as children can learn from what others tell them, they need to be able to evaluate the likely truth of such testimony. This book is the first of its kind to provide an overview of the field of testimony research, summarizing and discussing the latest findings into how children make such evaluations - when do they trust what people tell them, and when are they skeptical? The nine chapters are organized according to the extent to which testimony is necessary for children to learn the matter in question - from cases where children are entirely dependent on the testimony of others, to cases where testimony is merely a convenient way of learning. Chapters also consider situations where reliance on testimony can lead a child astray, and the need for children to learn to be vigilant to deception, to ask questions appropriately, and to evaluate what they are told. With an international range of contributors, and two concluding commentaries which integrate the findings within a broader perspective of research on child development, the book provides a thorough overview of this emerging sub-field. Trust and Skepticism will be essential reading for researchers, academic teachers and advanced students working in the areas of cognitive development and language development, and will also be of great interest to educationists concerned with nursery and primary education.

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Author notes provided by Syndetics

Elizabeth J. Robinson is Emeritus Professor of Psychology at the University of Warwick, UK. As well as her main research interests in developmental aspects of the transfer of knowledge between people, she has a related side interest in communication in medical settings.

Shiri Einav is a Lecturer in Psychology at the University of Nottingham, UK. Her research focuses on children's developing knowledge attribution, evaluation of oral and printed sources of information, and selective learning.

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