Myths in science: Children trust but do not retain their teacher's information

Guerrero, Silvia; Sebastián‐Enesco, Carla; Pérez, Natalia; Enesco, Ileana

doi:10.1016/j.appdev.2019.02.007

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…The resulting synthesis is displayed in Table 1 . See Supplementary Table 1 (Barth et al ., 2014 ; Bascandziev & Harris, 2014, 2016 ; Baumann et al ., 2023 ; Bernard et al ., 2012 ; Bernard et al ., 2014 ; Bernard et al ., 2016 ; Bincoletto et al ., 2023 ; Birch et al ., 2008 ; Bo et al ., 2017 ; Boseovski & Thurman, 2014 ; Bridgers et al ., 2016 ; Brink & Wellman, 2020 ; Brosseau-Liard & Birch, 2010 , 2011 ; Brosseau-Liard et al ., 2015 ; Brosseau-Liard, et al ., 2018 ; Butler et al ., 2018 ; Campbell et al ., 2021 ; Castelain et al ., 2016 ; Chan & Tardif, 2013 ; Clegg et al ., 2019 ; Clément et al ., 2013 ; Corriveau et al ., 2009 ; Corriveau et al ., 2011 ; Corriveau et al ., 2013 ; Corriveau & Harris, 2009a , 2009b ; Corriveau & Kurkul, 2014 ; Danovitch & Alzahabi, 2013 ; Danovitch & Mills, 2014 ; Ding et al ., 2022 ; Doebel et al ., 2016 ; Durkin & Shafto, 2016 ; Echterhoff et al ., 2017 ; Einav, 2014 ; Einav et al ., 2020 ; Einav & Robinson, 2010 ; Elashi & Mills, 2014 ; Fedra & Schmidt, 2019 ; Fitneva & Dunfield, 2010 ; Frenken & Imhoff, 2022; Fusaro & Harris, 2008; Gierth & Bromme, 2020 ; Gilbert et al ., 1990 ; Gilbert et al ., 1993 ; Ghossainy et al ., 2021 ; Guerrero et al ., 2017 ; Guerrero et al ., 2019 ; Guerrero et al ., …”

Section: Resultsunclassified

Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology

Li,

Campbell,

Midgley

et al. 2023

RES PSYCHOTHER-PSYCH

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Originally rooted in philosophy and sociology, the concept of epistemic trust has recently transitioned to developmental psychopathology, illuminating social-cognitive processes in psychopathology. This narrative review synthesizes empirical evidence on epistemic trust to inform future research. A literature search highlighted 3 areas: i) the development of selective trust in children; ii) epistemic trust in non-clinical adults; iii) its link to mental health. Young children demonstrate selective learning from reliable sources using epistemic cues. Empirical studies beyond childhood were greatly facilitated in the last 2 years with the introduction of the Epistemic Trust, Mistrust and Credulity Questionnaire, a self-report scale measuring epistemic stance. Cross-sectional studies pinpointed dysfunctional epistemic strategies as factors in mental health vulnerability, and some qualitative work offered initial evidence linking restored epistemic trust to effective psychotherapy. For future research, we propose focusing on 3 primary areas. First, empirical investigations in adolescent samples are needed, as adolescence seems to be a pivotal phase in the development of epistemic trust. Second, more experimental research is required to assess dysfunctional and functional epistemic stances and how they relate to vulnerability to mental health disorders. Finally, intervention studies should explore the dynamics of epistemic stances within and between therapy sessions and their impact on therapeutic outcomes.

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Section: Resultsunclassified

Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology

Li,

Campbell,

Midgley

et al. 2023

RES PSYCHOTHER-PSYCH

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“…Much recent work has focused on how young children make such evaluations (for reviews see: Harris et al, 2018;Landrum, Eaves, & Shafto, 2015;Mills, 2013;Sobel & Kushnir, 2013). However, this prior work has focused almost exclusively on children's immediate response to testimony: their explicit endorsement or rejection of a given claim (but see Guerrero, Sebastián-Enesco, Pérez, & Enesco, 2019;Ronfard, Lane, Wang, Harris, 2017). This focus makes sense given that much of what children learn from testimony would be difficult or even impossible for them to verify on their own.…”

Section: Preschoolers In Belarus and Turkey Accept An Adult's Countermentioning

confidence: 99%

Preschoolers in Belarus and Turkey accept an adult’s counterintuitive claim and do not spontaneously seek evidence to test that claim

Ronfard

Ünlütabak

Bazhydai

et al. 2020

International Journal of Behavioral Development

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When presented with a claim that contradicts their intuitions, do children seize opportunities to empirically verify such claims or do they simply acquiesce to what they have been told? To answer this question, we conducted a replication of Ronfard, Chen, and Harris (2018, conducted in the People's Republic of China) in two countries with distinct religious and political histories (Study 1: Belarus, N = 74; Study 2: Turkey, N = 79). Preschool children were presented with five, different-sized Russian dolls and asked to indicate the heaviest doll. All children selected the biggest doll. Half of the children then heard a (false) claim (i.e., that the smallest doll was the heaviest), contradicting their initial intuition. The remaining children heard a (true) claim (i.e., that the biggest doll was the heaviest), confirming their initial intuition. Belarusian and Turkish preschoolers typically endorsed the experimenter's claim no matter whether it had contradicted or confirmed their initial intuition. Next, the experimenter left the room, giving children an opportunity to check the experimenter's claim by picking up the relevant dolls. Belarusian and Turkish preschoolers rarely explored the dolls, regardless of the type of testimony they received and continued to endorse the counter-intuitive testimony they received. Furthermore, in Study 2, Turkish preschoolers continued to endorse smallest = heaviest even when doing so could have cost them a large reward. In sum, across two different cultural contexts, preschool children endorsed a counter-intuitive claim and did not spontaneously seek evidence to test it. These results confirm and extend those of Ronfard et al. (2018).

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“…When learning and forming judgments about racial inequalities, children and adolescents can draw on their own personal experiences and they can also draw on the knowledge of others (Guerrero et al, 2019). Research on epistemic trust investigates the principles children apply when determining if they believe others' testimony (Harris et al, 2018).…”

mentioning

confidence: 99%

Someone who knows and someone I trust: Investigating how and with whom U.S. 8- to 14-year-old youth seek to learn about racial inequality.

Kneeskern,

Elenbaas

2023

Developmental Psychology

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Myths in science: Children trust but do not retain their teacher's information

Cited by 5 publications

References 34 publications

Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology

Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology

Preschoolers in Belarus and Turkey accept an adult’s counterintuitive claim and do not spontaneously seek evidence to test that claim

Someone who knows and someone I trust: Investigating how and with whom U.S. 8- to 14-year-old youth seek to learn about racial inequality.

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