The Collaborative Nature of Testimonial Learning.
Collaboration
Direct address
Epistemic harms
Interpersonal trust
Social groups
Journal
Topics in cognitive science
ISSN: 1756-8765
Titre abrégé: Top Cogn Sci
Pays: United States
ID NLM: 101506764
Informations de publication
Date de publication:
13 Nov 2023
13 Nov 2023
Historique:
revised:
27
10
2023
received:
06
06
2022
accepted:
27
10
2023
medline:
14
11
2023
pubmed:
14
11
2023
entrez:
14
11
2023
Statut:
aheadofprint
Résumé
Children's testimonial learning often occurs in epistemic collaborations with others. In this paper, we will discuss ways in which cultural learning emerges in social and interpersonal contexts, and is intrinsically supported and guided by children's collaborative capacities. Much work in cultural learning has focused on children's examination of speaker and model characteristics, but more recent research has investigated the interactive aspects of testimonial exchanges. We will review evidence that children (1) participate in the interpersonal commitments that are shared in testimonial transactions by way of direct address and epistemic buck passing, (2) participate in social groups that affect their selective learning in nuanced ways, and (3) may detect epistemic harms by listeners who refuse to believe sincere and accurate speakers. Implications for conceptualizing children's testimonial learning as an interactive mechanism of collaboration will be discussed.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2023 The Authors. Topics in Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society.
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