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ERIC Number: EJ1068137
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1524-8372
Preschoolers' Theory-of-Mind Knowledge Influences Whom They Trust about Others' Theories of Mind
Van Reet, Jennifer; Green, Kathryn F.; Sobel, David M.
Journal of Cognition and Development, v16 n3 p471-491 2015
Two experiments examined whether particular aspects of social-cognitive knowledge predicted how preschoolers would treat informants who displayed a more or less developed understanding of that knowledge. In Experiment 1, children's own success on false-belief measures correlated with the extent to which they endorsed information generated by a confederate with a more developed sense of false belief over a confederate with a less developed sense of false belief. In Experiment 2, preschoolers were assessed for whether they possessed a more action-based or mental state-based understanding of pretense. They were then presented with informants who displayed each kind of knowledge. Children's own knowledge again correlated with which informant they believed was a reliable source of knowledge about novel pretend actions. These results not only extend findings in the "trust in testimony" literature beyond word learning, but also potentially reveal another mechanism by which children learn from others--they might trust others' information about a specific piece of knowledge based on examination of their own knowledge of that domain.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute of General Medical Sciences (NIH); National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2 P20 GM103430-12; 1223777