“…Although some social characteristics could be perceived as having both epistemic and social components (i.e., having a native or non‐native accent; Corriveau, Kinzler, & Harris, ; having in‐group or out‐group status; Elashi & Mills, ; belonging to a consensus or dissenting; Corriveau, Fusaro, & Harris, ; Schillaci & Kelemen, ), we classified these studies in the social characteristics category. We did this based on evidence that children make social judgments using these characteristics (e.g., children were more likely to make friends with kids who share the similar accent with them; Souza, Byers‐Heinlein, & Poulin‐Dubois, ) and that the social element of behaviors such as belonging to a consensus is likely to be more salient to 3‐ to 6‐year‐old children than the epistemic element (Einav, ). For inclusion in the third meta‐analysis (interaction of characteristics), children had to be presented with two informants who simultaneously differed along epistemic and social characteristics, where one informant was more knowledgeable but had negative social characteristics, whereas the other informant was less knowledgeable but had positive social characteristics (e.g., accurate/unfamiliar‐inaccurate/familiar; e.g., Corriveau & Harris, ).…”