When the internet is wrong: Children’s trust in an inaccurate internet or human source

Yu, Tong; Wang, Fuxing; Danovitch, Judith H.

doi:10.1111/bjdp.12405

Cited by 7 publications

(4 citation statements)

References 55 publications

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“…Whom children learn from or trust for information is an important question, and researchers have examined whether children will learn from non‐human social partners. A large body of prior research has examined whether children can learn from tablets, computers, and social media (Danovitch & Alzahabi, 2013; Tong et al, 2022; Yan, 2006). In this review article, we zoom in on children's abilities to learn from robots.…”

Section: Children's Anthropomorphism Of Inanimate Agentsmentioning

confidence: 99%

Children's anthropomorphism of inanimate agents

Goldman,

Poulin‐Dubois

2024

WIRES Cognitive Science

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This review article examines the extant literature on animism and anthropomorphism in infants and young children. A substantial body of work indicates that both infants and young children have a broad concept of what constitutes a sentient agent and react to inanimate objects as they do to people in the same context. The literature has also revealed a developmental pattern in which anthropomorphism decreases with age, but social robots appear to be an exception to this pattern. Additionally, the review shows that children attribute psychological properties to social robots less so than people but still anthropomorphize them. Importantly, some research suggests that anthropomorphism of social robots is dependent upon their morphology and human‐like behaviors. The extent to which children anthropomorphize robots is dependent on their exposure to them and the presence of human‐like features. Based on the existing literature, we conclude that in infancy, a large range of inanimate objects (e.g., boxes, geometric figures) that display animate motion patterns trigger the same behaviors observed in child‐adult interactions, suggesting some implicit form of anthropomorphism. The review concludes that additional research is needed to understand what infants and children judge as social agents and how the perception of inanimate agents changes over the lifespan. As exposure to robots and virtual assistants increases, future research must focus on better understanding the full impact that regular interactions with such partners will have on children's anthropomorphizing.This article is categorized under: Psychology > Learning Cognitive Biology > Cognitive Development Computer Science and Robotics > Robotics

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Section: Children's Anthropomorphism Of Inanimate Agentsmentioning

confidence: 99%

Children's anthropomorphism of inanimate agents

Goldman,

Poulin‐Dubois

2024

WIRES Cognitive Science

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show abstract

“…Whom children learn from is an important question, and researchers have examined whether children will learn from non-human social partners. A large body of prior research has examined whether children can learn from tablets, computers, and social media (Danovitch & Alzahabi, 2012;Tong et al, 2022;Yan, 2006). In this review paper, we zoom in on children's abilities to learn from robots.…”

Section: Learningmentioning

confidence: 99%

Children's anthropomorphism of inanimate agents

Goldman¹,

Poulin‐Dubois²

2023

Preprint

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This review paper examines the extant literature on animism and anthropomorphism in infants and young children. A substantial body of work indicates that both infants and young children have a broad concept of what constitutes a sentient agent and react to inanimate objects as they do to people in the same situations. The literature has also revealed a developmental pattern in which animism decreases with age, but social robots appear to be an exception to this pattern. Additionally, the review shows that children attribute psychological properties to social robots less so than people but still anthropomorphize them. Importantly, anthropomorphizing of social robots is dependent upon their morphology and human-like behaviors. The extent to which children anthropomorphize robots is dependent on their exposure to them and the presence of human-like features. Based on the existing literature, we conclude that in infancy, a large range of inanimate objects (e.g., boxes, geometric figures) that display animate motion patterns trigger the same behaviors observed in child-adult interactions. The review concludes that additional research is needed to understand what infants and children judge as social agents and how the perception of inanimate agents changes over the lifespan. As exposure to robots and virtual assistants increases, future research must focus to better understand the full impact that regular interactions with such partners will have on children’s anthropomorphizing.

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“…Fortunately, studies show that children display the ability to evaluate incoming information both from live and digital sources, based on previous inaccuracy. This emphasizes that children need a competent adult to guide their use of screen media [ 96 ].…”

Section: Emotional and Social Developmentmentioning

confidence: 99%

Raising the Child—Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis

Puzio

Makowska

Rymarczyk

2022

IJERPH

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Screen media are ubiquitous in human life across all age, cultural and socioeconomic groups. The ceaseless and dynamic growth of technological possibilities has given rise to questions regarding their effect on the well-being of children. Research in this area largely consists of cross-sectional studies; experimental and randomized studies are rare, which makes drawing causative conclusions difficult. However, the prevailing approach towards the use of screen media by children has focused on time limitations. The emerging evidence supports a more nuanced perspective. It appears that the older the child, the more important how the screen media are used becomes. Concentrating on the quality of the screen, time has become increasingly relevant in the recent COVID-19 pandemic, which necessitated a transfer of educational and social functioning from real-life to the digital world. With this review, we aimed at gathering current knowledge on the correlations of different screen media use and development outcomes, as well as providing an overview of potential benefits that new technologies may provide to the pediatric population. To summarize, if one cannot evade screen time in children, how can we use it for children’s maximum advantage?

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When the internet is wrong: Children’s trust in an inaccurate internet or human source

Cited by 7 publications

References 55 publications

Children's anthropomorphism of inanimate agents

Children's anthropomorphism of inanimate agents

Children's anthropomorphism of inanimate agents

Raising the Child—Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis

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