Resumen de The Influence of Speaker Reliability on First Versus Second Label Learning
Sheila Krogh-Jespersen, Catharine H. Echols
Children’s confidence in their own knowledge may influence their willingness to learn novel information from others. Twenty-four-month-old children’s (N = 160) willingness to learn novel labels for either familiar or novel objects from an adult speaker was tested in 1 of 5 conditions: accurate, inaccurate, knowledgeable, ignorant, or uninformative. Children were willing to learn a second label for an object from a reliable informant in the accurate, knowledgeable, and uninformative conditions; children were less willing to apply a novel label to a familiar object if the speaker previously was inaccurate or had expressed ignorance. However, when the objects were novel, children were willing to learn the label regardless of the speaker’s knowledge level.
