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ERIC Number: EJ1257937
Record Type: Journal
Publication Date: 2020-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: N/A
Robot Teachers for Children? Young Children Trust Robots Depending on Their Perceived Accuracy and Agency
Brink, Kimberly A.; Wellman, Henry M.
Developmental Psychology, v56 n7 p1268-1277 Jul 2020
Children acquire extensive knowledge from others. Today, children receive information from not only people but also technological devices, like social robots. Two studies assessed whether young children appropriately trust technological informants. One hundred and four 3-year-olds learned the names of novel objects from either a pair of social robots or inanimate machines, where 1 informant was previously shown to be accurate and the other inaccurate. Children trusted information from an accurate social robot over an inaccurate one, as they have been shown to do for human informants, and even more so when they perceived the robots as having psychological agency. However, children did not learn selectively from inanimate, but accurate, machines. Children can learn from technological devices (e.g., social robots) but trust their information more when the device appears to have mindful agency.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A