title: Sins of omission: children selectively explore when teachers are under-informative.
abstract: Do children know when people tell the truth but not the whole truth? Here we show that children accurately evaluate informants who omit information and adjust their exploratory behavior to compensate for under-informative pedagogy. Experiment 1 shows that given identical demonstrations of a toy, children (6- and 7-year-olds) rate an informant lower if the toy also had non-demonstrated functions. Experiment 2 shows that given identical demonstrations, six-year-olds explore a toy more broadly if the informant previously committed a sin of omission. These results suggest that children consider both accuracy and informativeness in evaluating others' credibility and adjust their exploratory behavior to compensate for under-informative testimony when an informant's credibility is in doubt.
authors.affiliation: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. Electronic address: hyora@mit.edu.
authors.forename: Hyowon
authors.initials: H
authors.lastname: Gweon
authors.affiliation: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
authors.forename: Hannah
authors.initials: H
authors.lastname: Pelton
authors.affiliation: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
authors.forename: Jaclyn A
authors.initials: JA
authors.lastname: Konopka
authors.affiliation: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
authors.forename: Laura E
authors.initials: LE
authors.lastname: Schulz
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D005106:Exploratory Behavior / Q000502:physiology*; D005260:Female; D006801:Humans; D007600:Judgment / Q000502:physiology; D019359:Knowledge; D008297:Male; D002666:Psychology, Child; D035502:Trust / Q000523:psychology*
keywords: Causal learning; Cognitive development; Epistemic trust; Pragmatics; Social evaluation; Social learning