Preschoolers’ credulity toward misinformation from ingroup versus outgroup speakers

McDonald, Kyla P.; Ma, Lili

doi:10.1016/j.jecp.2016.03.011

Cited by 15 publications

(33 citation statements)

References 58 publications

(71 reference statements)

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“…It is possible that White children might have viewed both the foreign-accented White speaker and the native-accented Chinese speaker as partially "outgroup". Alternatively, it is also possible that these children had an initial bias toward the same-race speakers, but the foreign accent signaled potential outgroup status and thus cancelled out the effect of shared race (McDonald & Ma, 2016). Taken together, the present findings suggest that White children, in particular, have preferences to learn from same-race informants when no cues to outgroup status are present.…”

Section: Discussionmentioning

confidence: 52%

“…It is possible that certain social-cognitive mechanisms underlie both processes of selective trust. For instance, some children demonstrate selective credulity based on speaker characteristics, only acting with skepticism when provided with a false testimony from an ethnic outgroup member (McDonald & Ma, 2016). That is, they weigh their own observations or knowledge as more accurate than the information being presented to them.…”

Section: The Construct Of Selective Trustmentioning

confidence: 99%

“…For instance, young children are credulous toward a single ethnic ingroup member's false testimony that conflicts with their direct observations. For example, McDonald and Ma (2016) indicated that 4-year-old White English monolinguals were credulous toward the false testimony of an ethnic ingroup (White, native English speaker) but displayed skepticism of an ethnic outgroup member (Asian, foreign accented English speaker). However, when the speaker's race was pitted against the speaker's accent in a second experiment, only half of the 4-year-olds were credulous toward the false testimony of a same-race speaker with a foreign accent or a sameaccent speaker of a different race.…”

Section: Group Membershipmentioning

confidence: 99%

“…However, there are situations in which children are provided with testimony from a single source that contradicts their firsthand experiences, previous knowledge, or intuitive beliefs (e.g., a child thinks dolphins are fish but is told that dolphins are mammals). Research in laboratory contexts has shown that young children can be credulous toward such testimony that is clearly inaccurate (e.g., Heyman et al, 2013;Jaswal, 2010;Ma & Ganea, 2010;McDonald & Ma, 2016). For instance, young children are sometimes credulous toward false testimony that conflicts with general notions or intuition, such as believing in claims that defy the natural logic of gravity (Jaswal, 2010), or trusting in misleading advice from sources that are infamously unreliable (i.e., the Big Bad Wolf) (Heyman et al, 2013).…”

Section: Chapter the Role Of Ethnicity In Children's Selective Credulity Toward Misinformationmentioning

confidence: 99%

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The role of ethnic identity in children’s selective trust in others

McDonald¹

2021

Preprint

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The present research examined the roles of informant ethnicity and early ethnic identity development in guiding children’s selective trust across scenarios, comparing White and Chinese Canadian children with children adopted from China by White parents. Experiments 1 and 2 investigated children’s selective learning from two contrasting sources that differed in race (White versus Chinese) and spoken accent (native versus foreign accent). Experiment 1 (White experimenter) indicated that the White children preferred to learn from White informants when race was the only cue to ethnic group status; no preference was observed when race was pitted against accent. The Chinese and adopted children showed no learning preference. Children’s social preference for same-race peers was associated with a preference to learn from same-race informants. Experiment 2 (Chinese experimenter) had similar findings, except that there was no relationship between children’s racial preference and selective learning. Experiment 3 explored children’s selective credulity toward misinformation from a single source. The Chinese children were credulous toward both Chinese and White (native- or foreign-accented) informants but the White and adopted children were not credulous or skeptical, regardless of the informant’s race and accent. The present findings contribute to our understanding of how ethnic intergroup attitudes develop in children of different ethnic and social-status backgrounds, including minority-status children that reside with majority-status parents, and provide practical implications for real-world issues related to children’s eyewitness testimony in forensic contexts.

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Section: Discussionmentioning

confidence: 52%

Section: The Construct Of Selective Trustmentioning

confidence: 99%

Section: Group Membershipmentioning

confidence: 99%

Section: Chapter the Role Of Ethnicity In Children's Selective Credulity Toward Misinformationmentioning

confidence: 99%

See 2 more Smart Citations

The role of ethnic identity in children’s selective trust in others

McDonald¹

2021

Preprint

Self Cite

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“…Unlike epistemic information (expertise), which is typically malleable and under the control of the teacher, social group information is typically fixed. Yet, children do monitor for and selectively prefer to learn from an individual who is a member of their social group (Corriveau, Fusaro, et al, 2009; Elashi & Mills, 2014; Kinzler et al, 2011; McDonald & Ma, 2016). For example, they prefer to learn from an informant who shares their racial group (Chen, Corriveau, & Harris, 2013), gender (Boseovski, Hughes, & Miller, 2016), or accent (Corriveau, Kinzler, & Harris, 2013) and wins group consensus (Corriveau, Fusaro, et al, 2009).…”

Section: Cues Children Use To Determine Trust In Teachersmentioning

confidence: 99%

Trusting Your Teacher: Implications for Policy

Corriveau

Winters

2019

Policy Insights from the Behavioral and Brain Sciences

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Despite decades of research, predictors of teacher quality have been difficult to determine, leading to challenges in proposing policy. The current review suggests that students’ trust in teachers may be an important, but understudied, part of teacher success. Indeed, even young children are surprisingly adept at deciding what type of a teacher to choose to learn new information. First, they prefer to learn from a teacher who has been an accurate source of information in the past. But they also take into account various social features of the teacher such as familiarity, emotional relationship, and social group membership. This research on children’s trust in teachers can translate into practice and policies for improving student outcomes.

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Experimenter identity: An invisible, lurking variable in developmental research

Pierre

White

Johnson

2022

Infant and Child Development

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Developmental researchers are well aware that children behave differently around different people. Nevertheless, researchers rarely consider (and report on) who is running their studies. Indeed, in a survey of articles published in the last 3 years in 4 top developmental journals, we find that the vast majority of studies fail to report any information about experimenter identity, despite the fact that child–adult interactions may be strongly influenced by the social inferences that individuals draw from one another. We argue that developmental researchers need to acknowledge how experimenter identity could be acting as an invisible, lurking variable, influencing the outcome and generalizability of studies. We provide simple suggestions for how researchers and journals can begin to address this issue, thereby improving the quality and depth of the work in our field.

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Preschoolers’ credulity toward misinformation from ingroup versus outgroup speakers

Cited by 15 publications

References 58 publications

The role of ethnic identity in children’s selective trust in others

The role of ethnic identity in children’s selective trust in others

Trusting Your Teacher: Implications for Policy

Experimenter identity: An invisible, lurking variable in developmental research

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