Characterizing children's expectations about expertise and incompetence: halo or pitchfork effects?
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Relative Age Effects in Dutch Adolescents: Concurrent and Prospective AnalysesThe Roles of Intuition and Informants' Expertise in Children's Epistemic TrustKnowing when to doubt: developing a critical stance when learning from othersWhat Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition.Children's use of moral behavior in selective trust: discrimination versus learningBeyond semantic accuracy: preschoolers evaluate a speaker's reasons.The medium helps the message: Early sensitivity to auditory fluency in children's endorsement of statementsPreschoolers show less trust in physically disabled or obese informants.Whom to ask for help? Children's developing understanding of other people's action capabilities.Infants' and young children's imitation of linguistic in-group and out-group informants.Dress Nicer = Know More? Young Children's Knowledge Attribution and Selective Learning Based on How Others DressSelective Cooperation in Early Childhood - How to Choose Models and PartnersDo Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts.Reasoning about knowledge: Children's evaluations of generality and verifiabilityThe role of external sources of information in children's evaluative food categoriesThe Development of Reasoning about Beliefs: Fact, Preference, and Ideology.Four- and six-year-olds use pragmatic competence to guide word learning.Parameterizing developmental changes in epistemic trust.Infants track the reliability of potential informants."Why does rain fall?": children prefer to learn from an informant who uses noncircular explanations.Preschoolers' Preference for Syntactic Complexity Varies by Socioeconomic StatusTimescale halo: average-speed targets elicit more positive and less negative attributions than slow or fast targets.Rethinking conformity and imitation: divergence, convergence, and social understanding.Interactions Between Knowledge and Testimony in Children's Reality-Status Judgments.Ultrasociality and the division of cognitive labor.When Peer Performance Matters: Effects of Expertise and Traits on Children's Self-Evaluations After Social Comparison.Emotional Disclosure Through Journal Writing: Telehealth Intervention for Maternal Stress and Mother-Child Relationships.The development of children's ability to fill the gaps in their knowledge by consulting experts.The selective social learner as an agent of cultural group selection.Young Children's Reliance on Information From Inaccurate Informants.Children's selective trust decisions: rational competence and limiting performance factors.Causal learning in children.Varieties of trust in preschoolers' learning and practical decisions
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P2860
Characterizing children's expectations about expertise and incompetence: halo or pitchfork effects?
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2011 nî lūn-bûn
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2011年の論文
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2011年学术文章
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2011年学术文章
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2011年学术文章
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2011年学术文章
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2011年学术文章
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name
Characterizing children's expe ...... ce: halo or pitchfork effects?
@en
Characterizing children's expe ...... ce: halo or pitchfork effects?
@nl
type
label
Characterizing children's expe ...... ce: halo or pitchfork effects?
@en
Characterizing children's expe ...... ce: halo or pitchfork effects?
@nl
prefLabel
Characterizing children's expe ...... ce: halo or pitchfork effects?
@en
Characterizing children's expe ...... ce: halo or pitchfork effects?
@nl
P2860
P1433
P1476
Characterizing children's expe ...... ce: halo or pitchfork effects?
@en
P2093
Melissa A Koenig
P2860
P304
P356
10.1111/J.1467-8624.2011.01618.X
P577
2011-07-25T00:00:00Z