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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Piaget's Stage 3 of Cognitive Development01:17

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Piaget's Stage 4 of Cognitive Development01:19

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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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Piaget's Stage 2 of Cognitive Development01:14

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
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Related Experiment Video

Updated: Jul 14, 2025

SSVEP-based Experimental Procedure for Brain-Robot Interaction with Humanoid Robots
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SSVEP-based Experimental Procedure for Brain-Robot Interaction with Humanoid Robots

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Do preschoolers trust a competent robot pointer?

Anna-Elisabeth Baumann1, Elizabeth J Goldman1, Maria-Gracia M Cobos1

  • 1Concordia University, Montreal, Quebec H3G 1M8, Canada.

Journal of Experimental Child Psychology
|October 7, 2023
PubMed
Summary
This summary is machine-generated.

Young children learn from a competent robot more than an incompetent human, showing sensitivity to informant accuracy. This developmental psychology study highlights how children assess credibility, even with minimal social cues.

Keywords:
AnimacyEpistemic characteristicsNaïve biologyRobotsSelective social learningSelective trustSocial characteristicsSocial learning

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Area of Science:

  • Developmental Psychology
  • Human-Robot Interaction
  • Cognitive Science

Background:

  • Existing research on children's learning primarily focuses on verbally conveyed information from human informants.
  • Limited understanding exists regarding how children learn from non-human agents or assess informant competence.
  • The role of informant accuracy in shaping children's trust and learning is an underexplored area.

Purpose of the Study:

  • To investigate how 3-year-old children learn from and trust a competent robot compared to an incompetent human.
  • To examine children's sensitivity to informant accuracy established through a pointing paradigm.
  • To explore children's reliance on different informants when social cues are minimal.

Main Methods:

  • A pointing paradigm was used to establish informant competency: a robot pointed to a toy in a transparent box, while a human pointed to an empty box.
  • During the test phase, both agents pointed to opaque boxes, requiring children to rely on prior judgments of competence.
  • Children's learning and trust were assessed through questions about seeking help, judging accuracy, and endorsing locations.

Main Results:

  • Children asked the robot for help significantly more than the human, indicating a preference for the seemingly more competent informant.
  • Young children correctly identified the robot as more accurate in judgment questions compared to the human.
  • However, children equally endorsed the locations indicated by both the robot and the human in endorsement questions.

Conclusions:

  • Three-year-old children demonstrate sensitivity to the epistemic characteristics (accuracy) of informants, even when social cues are minimal.
  • Children's learning and help-seeking behaviors are influenced by their assessment of an informant's competence.
  • This study provides insights into the early development of trust and information-seeking strategies in human-robot interactions.