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Infants selectively learn from reliable speakers. Those with developed theory of mind skills better reject unreliable sources, indicating social-cognitive abilities guide selective social learning in infants.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Infant Learning

Background:

  • Selective social learning emerges in infancy, but its underlying psychological mechanisms are debated.
  • Understanding how infants choose informants is crucial for developmental research.

Purpose of the Study:

  • To investigate the relationship between theory of mind abilities and statistical learning skills in infants' selective social learning.
  • To determine if domain-general or domain-specific abilities influence infants' selection of reliable information sources.

Main Methods:

  • Seventy-seven 18-month-old infants were exposed to reliable and unreliable speakers.
  • Participants completed word learning, theory of mind (knowledge attribution), and statistical learning tasks.
  • Infants' word learning from unreliable vs. reliable speakers was assessed.

Main Results:

  • Infants demonstrated a preference for learning words from a reliable speaker.
  • Infants who passed a theory of mind task assessing knowledge attribution were less likely to learn from an unreliable speaker.
  • Performance on statistical learning and other theory of mind tasks did not significantly predict selective learning.

Conclusions:

  • Infants' ability to reject unreliable speakers is linked to their developing theory of mind, specifically understanding knowledge attribution.
  • Social-cognitive abilities, rather than domain-general statistical learning, appear to play a key role in infants' selective social learning.
  • This suggests infants utilize social-cognitive skills to evaluate informant reliability from an early age.