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Related Experiment Video

Updated: Dec 24, 2025

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

Published on: October 20, 2022

Retrospective inferences in selective trust.

Friederike Schütte¹, Nivedita Mani^2,3, Tanya Behne^1,3

¹Developmental Psychology, University of Göttingen, Waldweg 26, 37073 Göttingen, Germany.

Royal Society Open Science

|April 8, 2020

Summary

Five-year-old children selectively learn from reliable speakers. They can retrospectively use speaker accuracy information to guide their learning and explicitly reason about trust based on competence.

Keywords:

retrospective inferences selective trust social cognition social learning trait ascription

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Published on: January 5, 2018

Area of Science:

Cognitive Development
Social Learning Theory
Metacognition

Background:

Young children's selective learning is influenced by perceived speaker accuracy.
Understanding how children integrate reliability information is crucial for developmental psychology.

Purpose of the Study:

To investigate if 5-year-old children can use speaker reliability retrospectively.
To determine if children can explicitly reason about informant competence in selective learning.

Main Methods:

Children were exposed to conflicting information from two novel speakers.
Speaker labeling accuracy was revealed after initial learning.
Children's object selection and justifications were analyzed.

Main Results:

Children selectively endorsed the object-label link from the reliable speaker above chance.
Over half of the children justified their choices by referencing speaker reliability.
No attentional bias toward the reliable speaker was observed.

Conclusions:

Five-year-old children demonstrate retrospective use of speaker reliability in selective learning.
Findings support the role of metacognitive strategies, specifically trait reasoning, in children's social learning.
Selective learning in this context is not solely driven by attentional biases.