Children Trust a Consensus Composed of Outgroup Members—But Do Not Retain That Trust

Chen, Eva E.; Corriveau, Kathleen H.; Harris, Paul L.

doi:10.1111/j.1467-8624.2012.01850.x

Cited by 94 publications

(121 citation statements)

References 70 publications

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“…While previous studies on object labeling have found that consensus preference is more pronounced when the race of the consensus group matches that of the child (Chen, et al, 2011(Chen, et al, , 2013, we did not make a specific prediction about the role of the race of dissenter in this context given that we did not have a specific prediction regarding children's decisions in the context of object labeling.…”

Section: Introductionmentioning

confidence: 64%

“…Although studies with chil-dren are far less numerous than studies with adult participants, recent research has shown that young children, too, respond to consensus testimony. For example, young children rely on information from three adults in consensus rather than a lone dissenting adult regarding the correct name for a novel object (Chen, Corriveau, & Harris, 2013;Corriveau, Fusaro, & Harris, 2009;Fusaro & Harris, 2008). Likewise, related work on other conventional norms like forms of greeting, modes of dress, or classroom rules, has revealed that young children draw on social consensus when evaluating these rules, the reasons for them, and the consequences of violating such conventional norms (see Smetana, Jambon, & Ball, 2014, for a review).…”

Section: Introductionmentioning

confidence: 99%

“…To achieve this, children's reliance on consensus testimony was tested in two contexts, one related to the fair treatment of peers in an interracial social exclusion context (socially relevant context) and one related to novel object labeling. The second context was based on that explored in previous work on children's use of consensus testimony (Chen, Corriveau, & Harris, 2011;Chen et al 2013). The first context drew on research examining children's moral reasoning regarding intergroup social exclusion (Killen & Rutland, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Preschoolers’ Trust in Social Consensus Varies by Context: Conventional vs. Moral Domains

et al. 2016

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Título: La confianza de los niños en el consenso depende del contexto: convencional vs. moral. Resumen: Cuando una mayoría aprueba una exclusión social ¿los niños son fieles a sus opiniones personales o muestran deferencia hacia la mayoría? Teniendo en cuenta investigaciones previas sobre la preferencia de los niños por el testimonio de una mayoría de adultos frente al de un disidente cuando deben aprender palabras, en este trabajo se estudió esta preferencia por el consenso social en dos contextos: exclusión racial entre iguales y aprendizaje de palabras nuevas. El objetivo fue estudiar si la preferencia por la mayoría puede generalizarse a otros contextos. En este trabajo participaron 90 niños de Educación Infantil del grupo étnico mayoritario en España. Los resultados mostraron que los niños se alineaban con la mayoría significativamente menos en el contexto de exclusión que en el de aprendizaje de palabras. Además, rechazaban la opinión del consenso cuando este aprobaba la exclusión de un niño de una actividad grupal, incluso cuando el excluido era de un grupo étnico-racial diferente al propio; por el contrario, los participantes se alineaban con el disidente que condenaba la exclusión, a pesar de que esto implicaba oponerse a la mayoría. Estos resultados proporcionan información relevante sobre el desarrollo del conocimiento social infantil. Palabras clave: desarrollo social; desarrollo cognitivo; juicios morales; consenso social; testimonio.Abstract: Do young children give priority to following personal beliefs over the testimony of a majority group of adults that approves of social exclusion? Following current research on children's preference for nondissenters when learning the names for novel objects, this study investigated children's preference for consensus opinion in two contexts: Interracial social exclusion among peers and novel object labeling. The goal was to examine the generalizability of preference for the opinion of nondissenters in a socially relevant context. This study was conducted with 90 preschool children from the Spanish ethnic majority group. The findings revealed that participants sided with the consensus significantly less often in the social exclusion context than in the novel object labeling context. Moreover, young children did not defer to the opinion of a numerical consensus in the socially meaningful context when a group condoned the exclusion of a peer from a group activity, even when the peer was from an outgroup social category. Instead, participants agreed with a dissenter who claimed that it was not okay to exclude someone, despite the opposite opinion of a numerical majority. These results provide new information regarding children's social knowledge development.

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Section: Introductionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preschoolers’ Trust in Social Consensus Varies by Context: Conventional vs. Moral Domains

et al. 2016

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“…It is possible that there may be some wrong belief with a high prior probability that unknowledgeable informants could converge on. * We also modeled the results of Chen et al (2012) which reproduced the pretest (group) trials of Corriveau, Fusaro, and Harris (2009) with different age groups. The model procedure was identical.…”

Section: Consensus Corriveau Fusaro and Harris (2009) Looked At Chmentioning

confidence: 99%

“…Similarly, people learn differently from informants with different features. To list a few of the documented phenomenon, people prefer informants who: label common objects accurately (Pasquini, Corriveau, Koenig, & Harris, 2007;Koenig & Harris, 2005;Fitneva & Dunfield, 2010), produce more understandable errors (Einav & E. J. Robinson, 2010;Kondrad & Jaswal, 2012), and are part of an agreeing majority (Corriveau, Fusaro, & Harris, 2009;Chen, Corriveau, & Harris, 2012). Here we outline a probabilistic model that learns from and about informants of differing epistemic qualities which we shall then employ to explain empirical findings.…”

Section: Epistemic Trust Model Specificationmentioning

confidence: 99%

Unnatural pedagogy : a computational analysis of children's learning to learn from other people.

Baxter¹

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DedicationTo Baxter Eaves Sr.One could not ask for a more loving, supportive, well-mustachioed dad.iii Acknowledgments First and foremost, I would like to express my sincerest appreciation to Patrick Shafto, whose support and guidance over the years has made all of this work possible. I am indebted to Dr. Shafto not only for the effort he has put into developing this work, but for the effort he has put into developing me as a scientist and as a professional.Dan Navarro and Amy Perfors were major collaborators on the work that forms the foundation of this work and Thomas Griffiths and Naomi Feldman were instrumental to the work on infant-directed speech. I would also like to thank my lab comrades: Nick Searcy, Kelley Durkin, Asheley Landrum, and Campbell Rightmyer who have provided valuable feedback on the many projects I have conducted over the years that comprise this work. such powerful knowledge accumulators. These innate assumptions result in developmental patterns observed in epistemic trust research. This research seeks to create a computational account of the development of these abilities. We argue that pedagogy is not innate, but rather that people learn to learn from others. We employ novel computational models to show that there is sufficient data early on from which infants may learn that people choose data pedagogically, that the development of children's epistemic trust is primarily a result of their decreasing beliefs that all informants are helpful, and that innate pedagogy would not lead to more rapid learning. We connect results from the pedagogy and epistemic trust literatures across tasks and development, showing that these are different manifestations of the same underlying abilities, and show that pedagogy need not be innate to have powerful implications for learning.v

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Do preschoolers always trust the majority? The influence of familiarity and expertise of a dissenter in a Chinese sample

Zhang

Deng

Zhang

et al. 2022

Infant and Child Development

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This study investigated whether familiarity and expertise of a dissenter would lessen the trust of a three‐person majority among preschoolers in a Chinese sample. The results indicated that preschoolers preferred to trust a majority rather than a stranger dissenter. However, when familiarity and expertise of the dissenter were manipulated in the experiments, the majority was less endorsed by both age groups than the previous condition. Furthermore, the preference for the majority under conflicting conditions depended on age. Especially, five‐year‐olds trusted the expert more than the majority, and they trusted the majority more than the familiar person. However, three‐year‐olds did not show any significant preference. These results suggest that older preschoolers tend to value other factors rather than simply accepting the information shared among a majority. The study provided an enhanced understanding of the influences of a dissenter's expertise and familiarity in selective trust and extended the findings to Chinese preschoolers.

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Children Trust a Consensus Composed of Outgroup Members—But Do Not Retain That Trust

Cited by 94 publications

References 70 publications

Preschoolers’ Trust in Social Consensus Varies by Context: Conventional vs. Moral Domains

Preschoolers’ Trust in Social Consensus Varies by Context: Conventional vs. Moral Domains

Unnatural pedagogy : a computational analysis of children's learning to learn from other people.

Do preschoolers always trust the majority? The influence of familiarity and expertise of a dissenter in a Chinese sample

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