Trust me, I'm a competent expert: Developmental differences in children's use of an expert's explanation quality to infer trustworthiness.

In this study, we examined how 3-, 4-, 5-, and 7-year-old children respond when informants who are labeled as experts fail to provide high-quality explanations about phenomena within their realm of expertise. We found that 4-, 5-, and 7-year-olds discounted their initial trust in an expert who provided low-quality explanations in a task related to the expert's area of expertise. The 5-year-olds' distrust of the expert who provided low-quality explanations also generalized to additional learning tasks. When an expert provided explanations consistent with the expert's labeled expertise, 5-year-olds maintained a similar level of trust in the expert, but 7-year-olds displayed an increased level of trust in the expert within the expert's area of expertise. We did not find consistent preferences in 3-year-olds' judgments. We discuss the implications of these findings for age-based differences in children's relative weighting of trait-based versus real-time epistemic cues when evaluating informant reliability.