The Good, the Strong, and the Accurate: Preschoolers' Evaluations of Informant Attributes

Autor/inn/en	Fusaro, Maria; Corriveau, Kathleen H.; Harris, Paul L.
Titel	The Good, the Strong, and the Accurate: Preschoolers' Evaluations of Informant Attributes
Quelle	In: Journal of Experimental Child Psychology, 110 (2011) 4, S.561-574 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.06.008
Schlagwörter	Evidence; Individual Differences; Human Body; Inferences; Preschool Children; Evaluation Methods; Experimental Psychology; Child Psychology + Suchen Sie Ihr Suchwort? Evidenz; Individueller Unterschied; Menschlicher Körper; Inference; Inferenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Experimentelle Psychologie; Kinderpsychologie
Abstract	Much recent evidence shows that preschoolers are sensitive to the accuracy of an informant. Faced with two informants, one of whom names familiar objects accurately and the other inaccurately, preschoolers subsequently prefer to learn the names and functions of unfamiliar objects from the more accurate informant. This study examined the inference process underlying this preference. We asked whether preschoolers make narrow inferences about informants, broader trait-based inferences, or more global evaluative inferences. We further asked what inferences preschoolers make about a potential informant based on distinctions in the unrelated domain of physical strength. The results indicate that preschoolers make relatively narrow inferences when observing individual differences in accuracy even though they are prone to global evaluative inferences when observing individual differences in strength. Preschoolers' burgeoning understanding of others as expert language users may underlie their selective endorsement of a more accurate informant. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10