Research graph
References from Preschoolers use exploratory approaches to selective social learning. Local targets link to admitted publications; unresolved targets remain external evidence.
In pursuit of knowledge: Preschoolers expect agents to weigh information gain and information cost when deciding whether to explore
10.1111/cdev.13557 · 2021 · External reference
Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action
10.1016/j.cognition.2022.105212 · 2022 · External reference
Integration of behavioral frequency and intention information in young children’s trait attributions
10.1111/sode.12008 · 2013 · External reference
Children’s use of frequency information for trait categorization and behavioral prediction
10.1037/0012-1649.42.3.500 · 2006 · External reference
Sensitivity to confidence cues increases during the second year of life
10.1111/infa.12056 · 2014 · External reference
The need for cognition
10.1037/0022-3514.42.1.116 · 1982 · External reference
Children use targets’ facial appearance to guide and predict social behavior
10.1037/dev0000734 · 2019 · External reference
Specifying links between infants’ theory of mind, associative learning, and selective trust
10.1111/infa.12407 · 2021 · External reference
Searching for information, from infancy to adolescence
2022 · External reference
‘I won’t trust you if I think you’re trying to deceive me’: Relations between selective trust, theory of mind, and imitation in early childhood
10.1080/15248372.2011.590462 · 2012 · External reference
Children’s use of moral behavior in selective trust: Discrimination versus learning
10.1037/a0031595 · 2013 · External reference
Do I know what they know? linking metacognition, theory of mind, and selective social learning
10.1016/j.jecp.2022.105572 · 2023 · External reference
G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences
10.3758/bf03193146 · 2007 · External reference
The development of children’s information gathering: To look or to ask?
10.1037/a0031326 · 2013 · External reference
Childhood as a solution to explore-exploit tensions
10.1098/rstb.2019.0502 · 2020 · External reference
Inferential social learning: Cognitive foundations of human social learning and teaching
10.1016/j.tics.2021.07.008 · 2021 · External reference
Credulity and the development of selective trust in early childhood
10.1093/acprof:oso/9780199646739.003.0013 · 2012 · External reference
Cognitive foundations of learning from testimony
2018 · External reference
Children’s reasoning about traits
10.1016/s0065-2407(09)03703-3 · 2009 · External reference
The novel object and unusual name (NOUN) Database: A collection of novel images for use in experimental research
10.3758/s13428-015-0647-3 · 2016 · External reference
10.1093/acprof:oso/9780199890712.003.0044
10.1093/acprof:oso/9780199890712.003.0044 · External reference
Young children have a specific, highly robust bias to trust testimony
10.1177/0956797610383438 · 2010 · External reference
A need for cognition scale for children and adolescents
10.1027/1015-5759/a000370 · 2016 · External reference
Understanding explore-exploit dynamics in child development: Current insights and future directions
10.3389/fdpys.2024.1467880 · 2024 · External reference
Young children’s sensitivity to their own ignorance in informing others
2016 · External reference
Preschoolers mistrust ignorant and inaccurate speakers
10.1111/j.1467-8624.2005.00849.x · 2005 · External reference
The basis of epistemic trust: Reliable testimony or reliable sources?
10.3366/e1742360007000081 · 2007 · External reference
10.4324/9781315717937-11
10.4324/9781315717937-11 · External reference
What’s in the box? Preschoolers consider ambiguity, expected value, and information for future decisions in explore-explout tasks
10.1162/opmi_a_00110 · 2023 · External reference
The use of questions as problem-solving strategies during early childhood
10.1016/j.jecp.2012.07.002 · 2013 · External reference
Components of young children’s trait understanding: Behavior-to-trait inferences and triat-to-behavior predictions
10.1111/j.1467-8624.2007.01082.x · 2007 · External reference
Children are more exploratory and learn more than adults in an approach-avoid task
10.1016/j.cognition.2021.104940 · 2022 · External reference
Social-cognitive processes in preschoolers’ selective trust: Three cultures compared
10.1037/a0029864 · 2013 · External reference
Knowing when to doubt: Developing a critical stance when learning from others
10.1037/a0029500 · 2013 · External reference
Valence or traits? Developmental change in children’s use of facial features to make inferences about others
10.1016/j.cogdev.2020.100948 · 2020 · External reference
Preschoolers monitor the relative accuracy of informants
10.1037/0012-1649.43.5.1216 · 2007 · External reference
What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning
10.1016/j.cogdev.2021.101117 · 2021 · External reference
How to help young children ask better questions?
10.3389/fpsyg.2020.586819 · 2021 · External reference
The cognitive underpinnings and early developemtn of children’s selective trust
10.1111/cdev.14073 · 2024 · External reference
Knowledge matters: How children evaluate the reliability of testimony as a process of rational inference
10.1037/a0034191 · 2013 · External reference
Validation of data-driven computational models of social perception of faces
10.1037/a0032335 · 2013 · External reference
Modeling social perception of faces
10.1109/msp.2010.940006 · 2011 · External reference
The role of epistemic and social characteristics in children’s selective trust: three meta-analyses
10.1111/desc.12895 · 2020 · External reference
Scaling of theory-of-mind tasks
10.1111/j.1467-8624.2004.00691.x · 2004 · External reference
