Epistemic Trust and Education: Effects of Informant Reliability on Student Learning of Decimal Concepts

Autor/inn/en	Durkin, Kelley; Shafto, Patrick
Titel	Epistemic Trust and Education: Effects of Informant Reliability on Student Learning of Decimal Concepts
Quelle	In: Child Development, 87 (2016) 1, S.154-164 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12459
Schlagwörter	Epistemology; Trust (Psychology); Child Development; Reliability; Elementary School Students; Grade 4; Grade 5; Comparative Analysis; Accuracy; Cognitive Processes; Misconceptions; Mathematics; Learning Processes; Interpersonal Relationship; Mathematical Concepts + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Kindesentwicklung; Reliabilität; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Cognitive process; Kognitiver Prozess; Missverständnis; Mathematik; Learning process; Lernprozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The epistemic trust literature emphasizes that children's evaluations of informants' trustworthiness affects learning, but there is no evidence that epistemic trust affects learning in academic domains. The current study investigated how reliability affects decimal learning. Fourth and fifth graders (N = 122; M[subscript age] = 10.1 years) compared examples from consistently accurate and inaccurate informants ("consistent") or informants who were each sometimes accurate and inaccurate ("inconsistent"). Fourth graders had higher conceptual knowledge and fewer misconceptions in the consistent condition than the inconsistent condition, and vice versa for fifth graders due to differences in prior exposure to decimals. Given the same examples, learning differed depending on informant reliability. Thus, epistemic trust is a malleable factor that affects learning in an academic domain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01