Children's Trust in and Learning from Voice Assistants

Autor/inn/en	Girouard-Hallam, Lauren N.; Danovitch, Judith H.
Titel	Children's Trust in and Learning from Voice Assistants
Quelle	In: Developmental Psychology, 58 (2022) 4, S.646-661 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Girouard-Hallam, Lauren N.) ORCID (Danovitch, Judith H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001318
Schlagwörter	Artificial Intelligence; Assistive Technology; Trust (Psychology); Preschool Children; Recall (Psychology); Information Seeking; Information Sources; Preferences; Evaluative Thinking; Age Differences + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abberufung; Informationserschließung; Information source; Informationsquelle; Age; Difference; Age difference; Altersunterschied
Abstract	As children increasingly interact with digital voice assistants, it is important to know whether they treat these devices as reliable information sources. Two studies investigated children's trust in and recall of statements made by a novel voice assistant and a human informant. In Study 1, children ages 4-5 (M[subscript age] = 5.05; 20 boys, 20 girls) and 7-8 (M[subscript age] = 7.98; 18 boys, 22 girls) from predominately White, upper middle-class families heard each informant respond to questions from multiple categories. With increasing age, children showed greater trust in the voice assistant for factual information and greater trust in the human for personal information about the experimenter identified as her friend. Endorsement of each informant's statements also predicted later recall. In Study 2, children ages 4-5 (M[subscript age] = 5.00; 20 boys, 20 girls) and 7-8 (M[subscript age] = 8.03; 19 boys, 21 girls) from predominately White, upper middle-class families chose whether to seek out information from a voice assistant or human informant. With increasing age, children showed an increasing preference to seek factual information from the voice assistant and an increasing preference to seek personal information from the human. Additionally, children's preferences were not related to attributions of epistemic capacities to each informant nor the presence of a voice assistant in children's homes. These results suggest that children's trust in voice assistants varies with age and depends on the type of information involved. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01