Two experiments examined the role of expertise, consensus, and informational valence on children's acceptance of informant testimony about the quality of work produced by a target child. In Experiment 1, 96 4-to 5.9-year-olds and 6-to 8year-olds were told about an expert who gave a positive or negative assessment of art or music that was contradicted by one layperson or a consensus of three laypersons. Generally, participants endorsed positive assessments as correct irrespective of expertise and consensus, but older children were more likely than younger children to want to learn from the expert in the future. To examine whether reluctance to accept expertise was due to the negative quality of the information, the expert in Experiment 2 simply stated that additional work was needed. Both age groups selected the expert as correct and reported wanting to learn from the expert in the future. Contributions to social learning models are discussed.

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The Self‐Administered Interview (SAI©) is designed to elicit detailed witness reports in the aftermath of incidents. In two sets of meta‐analyses, we compared the number of correct details reported, the number of incorrect details reported, and the accuracy of reports provided by witnesses in initial reports (SAI© vs. other reporting formats) and in subsequent accounts (initial SAI© vs. no initial SAI©). The number of comparisons ranged from 15 to 19, (N = 722 to 977). For initial accounts, the SAI© was associated with more correct details and more incorrect details than other reporting formats; accuracy was slightly lower for the SAI© than for other reporting formats. Subsequent accounts were more detailed and accurate for witnesses who had completed an initial SAI© than for those who had not. The SAI© is an effective tool for capturing detailed initial accounts and for preserving witness memory until a formal interview can be conducted.

The current study examined children's willingness to accept novel information from expert informants with nontraditional gender role interests. Four- to 8-year-olds heard conflicting information about traditionally feminine or masculine domains from a gender counter-stereotypical expert (e.g., a boy with expertise in ballet) and a layperson of the other gender (e.g., a girl with little knowledge about ballet). Participants were asked which informant was correct, who they would prefer to learn from in the future, and to rate their liking of each informant. Overall, participants selected the gender counter-stereotypical expert as correct. Four- to 5-year-olds reported a preference to learn from same-gender participants in the future irrespective of expertise, whereas 6- to 8-year-olds reported wanting to learn from counter-stereotypical experts. Boys showed relatively greater acceptance of information from a male counter-stereotypical expert than from a female counter-stereotypical expert. Although participants reported greater liking of same-gender informants, liking evaluations were largely positive irrespective of gender norm deviations. Implications for children's acceptance of gender nonconforming activities are discussed.

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