Name
Title | ||
|---|---|---|
Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers. |
Abstract | ||
|---|---|---|
What underlies young children’s failure in evaluating underinformative teachers? We explore the hypothesis that children have difficulty representing relevant alternatives; knowing what the teacher could have done. Children rated two teachers who demonstrated toys to a naive learner. One group first observed a fully informative teacher and then an underinformative teacher, while the other group saw the reverse order. Sixand seven-year-olds successfully rated the underinformative teacher lower than the fully-informative teacher regardless of the order (Exp.1). However, fourand five-yearolds showed this pattern only when they saw the fully informative teacher first (Exp.2). Given a binary choice after seeing both teachers, four-year-olds showed a preference for the fully informative teacher (Exp.3). We discuss these results in light of recent literature on children’s understanding of pragmatic violations in linguistic communication; the contrast between the fully informative vs. under-informative teachers might help children understand what the teacher could have shown. |
Year | Venue | Field |
|---|---|---|
2015 | CogSci | Social psychology,Developmental psychology,Psychology,Cognitive psychology |
DocType | Citations | PageRank |
Conference | 1 | 0.44 |
References | Authors | |
0 | 2 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Hyowon Gweon | 1 | 10 | 15.77 |
| Mika Asaba | 2 | 1 | 3.82 |