Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method

Marble, Kimberly E.; Boseovski, Janet J.

doi:10.1080/00221325.2018.1562418

Cited by 7 publications

(10 citation statements)

References 44 publications

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“…Why, then, did these same children fail to endorse the expert as "correct" when asked directly for their own views? Notably, these kinds of discrepancies in children's judgments concerning expertise are not uncommon (e.g., Boseovski et al, 2016;Marble & Boseovski, 2019). These results are also consistent with a developmental tendency to prioritize positive information in social learning (see Marble & Boseovski, 2020 for a review).…”

Section: Discussionsupporting

confidence: 58%

Is honesty always the best policy? Children's perceptions of negative performance feedback

2021

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Children tend to discount negative feedback about their performance even when the feedback is delivered by an expert. This indifference toward feedback could hinder self-improvement. We examined whether children would be receptive to negative feedback from an expert when provided with an explicit reason why it was given. One-hundred twenty-one 4 to 8 year olds heard about a target peer whose work product was evaluated negatively by an expert peer and positively by either a single layperson or a consensus of laypersons (also peers). Children were assigned to one of the three conditions in which the reason for the negative feedback varied: the expert promised to tell the truth about the work, the expert was a designated "helper," or no explanation was provided. Children judged whether feedback from the expert and layperson(s) should be shared with the teacher and the target. Across ages, children indicated that the expert should share negative feedback with the teacher when the expert promised to tell the truth. Only 6 to 8 year olds reported that an expert who promised to tell the truth should convey this feedback to the target. Implications for children's interpretation of evaluative content in social learning situations are discussed.

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Section: Discussionsupporting

confidence: 58%

Is honesty always the best policy? Children's perceptions of negative performance feedback

2021

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“…They prefer to learn from more attractive people as opposed to less attractive people (Bascandziev & Harris, 2014). They sometimes trust native-accented speakers more than foreign-accented ones (Kinzler, Corriveau, & Harris, 2011), and they appreciate that expertise can be culturally specific (Marble & Boseovski, 2019). Preschoolers also consider age and gender stereotypes when deciding who to learn from (e.g., Boseovski, Hughes, & Miller, 2016; VanderBorght & Jaswal, 2009) and rely on benevolence information more than expertise when deciding which informants to trust (Landrum, Mills, & Johnston, 2013).…”

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confidence: 99%

Who knows what? Preschoolers appreciate the link between ownership and knowledge.

Nancekivell¹,

Ho²

2020

Developmental Psychology

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We investigated 4- and 5-year-olds’ (N = 194) appreciation of the link between knowledge and ownership. Namely, we asked whether preschoolers appreciate the ways in which owners are typically knowledgeable about artifacts. Experiment 1 revealed that 4- and 5-year-olds view owners as better sources of knowledge about artifacts than those who simply like artifacts. Experiment 2 built on these findings by showing that 5-year-olds appreciate that owners typically have deep knowledge about artifacts and that they can use this appreciation to guide inferences about who owns what. These experiments are some of the first to investigate how children’s inferences about knowledge and ownership are intertwined. As such, they have implications for our understanding of early childhood cognition. First, they provide insights into how object–person relations influence judgments of expertise. Second, they extend current understandings of ownership by demonstrating that ownership influences preschoolers’ reasoning in other domains (i.e., knowledge) and by showing that preschoolers’ theories of ownership extend beyond normative considerations (i.e., ownership rights). Together, these findings lay the groundwork for a new area of work on how ownership influences children’s reasoning about knowledge.

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“…Some studies in the trust in testimony literature directly label informants as teachers, either as a general procedure 29,33,65,66 or because the study directly compares a teacher to another type of informant 67‐70 or assesses teaching quality 71 . Other studies do not label the informant as a teacher 72‐74 or may have difficulty doing so because they manipulate the informant characteristics, 75 such as comparing adults and children, 30,76,77 people from different cultural groups, 26,27,78 or nice vs mean people 79 . While some studies do show learning from others' personal food preferences, 28 this may be less likely to be viewed as a pedagogical context compared to situations that provide more generalizable information 80 .…”

Section: Discussionmentioning

confidence: 99%

Show or tell: Children's learning about food from action vs verbal testimony

DeJesus

Venkatesh

2020

Pediatric Obesity

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Summary Background Childhood obesity continues to be a critical health concern in the United States. Nonetheless, interventions that focus on delivering verbal lessons about food and health to children in preschool classrooms have had only modest effects. Objectives The present study examines the relative effectiveness of showing vs telling children about food to promote healthy eating, with a focus on unfamiliar foods and vegetables. Methods Three‐ to six‐year‐old children (n = 71) were tested in a laboratory study in which they watched videos of two people eating apple‐broccoli puree. One person took five bites of the food; the other said they liked the food. Results Children did not differentiate between the food they saw someone eat and the food they heard someone talk about. Children's food intake was negatively associated with parent reports of children's eating behavior on the Food Fussiness subscale of the Child Eating Behavior Questionnaire. We found similar patterns in an analogous toy task. In an unfamiliar object task, children selected the action demonstration as the right way to use the object. Conclusions We find no evidence that action vs verbal testimony is more persuasive in guiding children's food choices, but action testimony may be persuasive in other domains. The associations between children's food intake and pickiness provide growing evidence of alignment between parent assessments of their children's typical eating behavior and children's food choices in laboratory studies.

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Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method

Cited by 7 publications

References 44 publications

Is honesty always the best policy? Children's perceptions of negative performance feedback

Is honesty always the best policy? Children's perceptions of negative performance feedback

Who knows what? Preschoolers appreciate the link between ownership and knowledge.

Show or tell: Children's learning about food from action vs verbal testimony

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