研究对共享信息的敏感性和儿童使用多数信息的个人经验
Rebekah A Gelpí1,2, Kay Otsubo1, Amy Whalen3
1Department of Psychology, University of Toronto, Toronto, Canada.
Open mind : discoveries in cognitive science
|February 25, 2025
概括
幼儿从别人那里学习,但很难衡量证据的可靠性. 他们不理解证词的统计依赖性,而是过分重视自己的经验,更喜欢具体的数据而不是社会线索.
科学领域:
- 认知发展 认知发展
- 社会学习理论社会学习理论
- 在心理学中的贝叶斯模型.
背景情况:
- 人类依靠社会学习来获取知识.
- 评估来自多个来源的信息的可靠性,特别是当它们不同意时,至关重要.
- 举报人之间的统计依赖性可能会影响他们的证词的证据权重.
研究的目的:
- 为了调查4岁和5岁的孩子如何在证词中评估统计依赖.
- 检查儿童对多数人的权重与独立告密者证词的权重.
- 了解孩子们对个人数据的依赖与社会证词的依赖.
主要方法:
- 在492名儿童 (年龄在4-5岁) 的三个实验中,使用了子选择任务.
- 操纵了线人证词,使其在统计学上依赖或独立.
- 呈现的孩子有多数人的证词,不同意见的证词,或他们自己的个人数据.
主要成果:
- 儿童在证词中没有对统计依赖的敏感性.
- 孩子们同样倾向于大多数人,而不管告密者作证的独立性.
- 与贝叶斯预测相比,儿童系统地超权重自己的个人数据.
结论:
- 年幼的孩子认为多数是一般的信息.
- 在推断他人的经验方面面临的挑战可能会导致孩子们优先考虑具体的,可见的证据.
- 儿童的社会学习策略可能不完全符合最佳贝叶斯推理模型.
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