title: Learning to trust and trusting to learn: a theoretical framework.
abstract: Learning from other people requires integrating reasoning about an informant's psychological properties, such as knowledge and intent, with reasoning about the implications of the data the informant chooses to present. Here, we argue for an approach that considers these two reasoning paths as interrelated, reciprocal processes that develop over experience and guide learners when acquiring knowledge about the world.
authors.affiliation: Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA. Electronic address: LandrumAR@gmail.com.
authors.forename: Asheley R
authors.initials: AR
authors.lastname: Landrum
authors.affiliation: Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA.
authors.forename: Baxter S
authors.initials: BS
authors.lastname: Eaves
authors.affiliation: Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA.
authors.forename: Patrick
authors.initials: P
authors.lastname: Shafto
mesh_terms: D006801:Humans; D007858:Learning; D008960:Models, Psychological; D035502:Trust / Q000523:psychology*
keywords: cognitive development; epistemic trust; social learning