Training Young Children in Strategic Deception Promotes Epistemic Vigilance

Autor/inn/en	Ding, Xiao Pan; Lim, Hui Yan; Heyman, Gail D.
Titel	Training Young Children in Strategic Deception Promotes Epistemic Vigilance
Quelle	In: Developmental Psychology, 58 (2022) 6, S.1128-1138 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Xiao Pan) ORCID (Lim, Hui Yan) ORCID (Heyman, Gail D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001350
Schlagwörter	Deception; Preschool Children; Recognition (Psychology); Task Analysis; Semantics; Naming; Correlation; Attribution Theory; Thinking Skills; Interpersonal Relationship; Foreign Countries; Comparative Analysis; Information Sources; Singapore + Suchen Sie Ihr Suchwort? Täuschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Recognition; Wiedererkennen; Aufgabenanalyse; Semantik; Korrelation; Denkfähigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Information source; Informationsquelle; Singapur
Abstract	Learning from others allows young children to acquire vast amounts of information quickly, but doing so effectively also requires epistemic vigilance. Although preschool-age children have some capacity to engage in such processes, they often have trouble resisting information from misleading informants. The present research takes a "novel strategic deception" training approach to addressing this limitation. The approach is grounded in theoretical work on children's recognition of self-other equivalences (Meltzoff, 2007) and in the default tendency to view communication as helpful (Mascaro et al., 2017). Eighty 3-year-old Singaporean children (M[subscript age] = 39.36 months, 37 girls, 90.0% Chinese) were randomly assigned to either an experimental condition, in which they were trained on strategic deception, or to a conservation training control condition. Findings showed that the strategic deception training was effective in promoting epistemic vigilance on a semantic task that involved object naming and no pointing, although the effect did not extend to performance on an episodic task that involved pointing to object locations. These findings provide the first evidence of a causal link between young children's reasoning about how to deceive others and their resistance to being misled by others. In doing so, they shed light on the mechanisms that come into play when children learn epistemic vigilance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01