Durkin Kelley, Shafto Patrick
Rutgers University-Newark.
Child Dev. 2016 Jan-Feb;87(1):154-64. doi: 10.1111/cdev.12459. Epub 2015 Nov 9.
The epistemic trust literature emphasizes that children's evaluations of informants' trustworthiness affects learning, but there is no evidence that epistemic trust affects learning in academic domains. The current study investigated how reliability affects decimal learning. Fourth and fifth graders (N = 122; Mage = 10.1 years) compared examples from consistently accurate and inaccurate informants (consistent) or informants who were each sometimes accurate and inaccurate (inconsistent). Fourth graders had higher conceptual knowledge and fewer misconceptions in the consistent condition than the inconsistent condition, and vice versa for fifth graders due to differences in prior exposure to decimals. Given the same examples, learning differed depending on informant reliability. Thus, epistemic trust is a malleable factor that affects learning in an academic domain.
认知信任文献强调，儿童对信息提供者可信度的评估会影响学习，但没有证据表明认知信任会影响学术领域的学习。本研究调查了可靠性如何影响小数学习。四年级和五年级学生（N = 122；平均年龄 = 10.1岁）比较了始终准确和不准确的信息提供者（一致）或有时准确有时不准确的信息提供者（不一致）提供的示例。由于之前接触小数的差异，四年级学生在一致条件下比不一致条件下有更高的概念知识和更少的误解，而五年级学生则相反。在给定相同示例的情况下，学习因信息提供者的可靠性而异。因此，认知信任是一个可塑因素，会影响学术领域的学习。
