Department of Psychology and Neuroscience, Duke University.
Institute of Child Development, University of Minnesota.
Top Cogn Sci. 2024 Apr;16(2):241-256. doi: 10.1111/tops.12707. Epub 2023 Nov 13.
Children's testimonial learning often occurs in epistemic collaborations with others. In this paper, we will discuss ways in which cultural learning emerges in social and interpersonal contexts, and is intrinsically supported and guided by children's collaborative capacities. Much work in cultural learning has focused on children's examination of speaker and model characteristics, but more recent research has investigated the interactive aspects of testimonial exchanges. We will review evidence that children (1) participate in the interpersonal commitments that are shared in testimonial transactions by way of direct address and epistemic buck passing, (2) participate in social groups that affect their selective learning in nuanced ways, and (3) may detect epistemic harms by listeners who refuse to believe sincere and accurate speakers. Implications for conceptualizing children's testimonial learning as an interactive mechanism of collaboration will be discussed.
儿童的证言学习通常发生在与他人的认知合作中。在本文中，我们将讨论文化学习如何在社会和人际背景中出现，以及儿童的合作能力如何内在地支持和引导文化学习。文化学习的许多工作都集中在儿童对说话者和模型特征的检查上，但最近的研究已经调查了证言交流的互动方面。我们将回顾证据，证明儿童（1）通过直接称呼和认知传递参与证言交易中共同的人际承诺，（2）参与以微妙方式影响其选择性学习的社会群体，以及（3）听众可能通过拒绝相信真诚和准确的说话者来察觉认知伤害。我们将讨论将儿童的证言学习概念化为合作的互动机制的意义。
