Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada.
Department of Psychology, University of Montana, Missoula, Montana, United States of America.
PLoS One. 2020 Jan 27;15(1):e0227026. doi: 10.1371/journal.pone.0227026. eCollection 2020.
The most readily-observable and influential cue to one's credibility is their confidence. Although one's confidence correlates with knowledge, one should not always trust confident sources or disregard hesitant ones. Three experiments (N = 662; 3- to 12-year-olds) examined the developmental trajectory of children's understanding of 'calibration': whether a person's confidence or hesitancy correlates with their knowledge. Experiments 1 and 2 provide evidence that children use a person's history of calibration to guide their learning. Experiments 2 and 3 revealed a developmental progression in calibration understanding: Children preferred a well-calibrated over a miscalibrated confident person by around 4 years, whereas even 7- to 8-year-olds were insensitive to calibration in hesitant people. The widespread implications for social learning, impression formation, and social cognition are discussed.
一个人可信度最容易观察到和最有影响力的线索是他们的信心。虽然一个人的信心与知识相关，但人们不应该总是信任自信的来源，也不应该忽视犹豫不决的来源。三个实验（N=662；3-12 岁）考察了儿童对“校准”的理解的发展轨迹：一个人的信心或犹豫是否与他们的知识相关。实验 1 和 2 提供了证据，表明儿童使用一个人的校准历史来指导他们的学习。实验 2 和 3 揭示了校准理解的发展进展：儿童在大约 4 岁时更喜欢校准良好的人而不是校准错误的自信的人，而即使是 7 到 8 岁的儿童也对犹豫不决的人的校准不敏感。讨论了对社会学习、印象形成和社会认知的广泛影响。
