TY - JOUR
T1 - Learning to trust and trusting to learn
T2 - A theoretical framework
AU - Landrum, Asheley R.
AU - Eaves, Baxter S.
AU - Shafto, Patrick
N1 - Funding Information:
The authors would like to thank Kelley Durkin, Nick Searcy, and Campbell Rightmyer as well as the CoCoSci Lab for their helpful feedback. This work was supported in part by a grant from the National Science Foundation (DRL 1149116) to P.S.
Publisher Copyright:
© 2014 Elsevier Ltd.
PY - 2015
Y1 - 2015
N2 - Learning from other people requires integrating reasoning about an informant's psychological properties, such as knowledge and intent, with reasoning about the implications of the data the informant chooses to present. Here, we argue for an approach that considers these two reasoning paths as interrelated, reciprocal processes that develop over experience and guide learners when acquiring knowledge about the world.
AB - Learning from other people requires integrating reasoning about an informant's psychological properties, such as knowledge and intent, with reasoning about the implications of the data the informant chooses to present. Here, we argue for an approach that considers these two reasoning paths as interrelated, reciprocal processes that develop over experience and guide learners when acquiring knowledge about the world.
KW - Cognitive development
KW - Epistemic trust
KW - Social learning
UR - http://www.scopus.com/inward/record.url?scp=84933673750&partnerID=8YFLogxK
U2 - 10.1016/j.tics.2014.12.007
DO - 10.1016/j.tics.2014.12.007
M3 - Comment/debate
C2 - 25563822
AN - SCOPUS:84933673750
VL - 19
SP - 109
EP - 111
JO - Trends in Cognitive Sciences
JF - Trends in Cognitive Sciences
SN - 1364-6613
IS - 3
ER -