Hostname: page-component-76fb5796d-vfjqv Total loading time: 0 Render date: 2024-04-26T13:25:32.728Z Has data issue: false hasContentIssue false
  • English
  • Français

The sense of obligation in children's testimonial learning

Published online by Cambridge University Press:  30 April 2020

Pearl Han Li Open the ORCID record for Pearl Han Li [Opens in a new window] ,
Annelise Pesch  and
Melissa A. Koenig
Pearl Han Li
Affiliation:
Institute of Child Development, University of Minnesota, Minneapolis, MN55436. lixx5592@umn.edupesch047@umn.edumkoenig@umn.eduhttp://www.cehd.umn.edu/icd/people/faculty/cpsy/koenig.html
Annelise Pesch
Affiliation:
Institute of Child Development, University of Minnesota, Minneapolis, MN55436. lixx5592@umn.edupesch047@umn.edumkoenig@umn.eduhttp://www.cehd.umn.edu/icd/people/faculty/cpsy/koenig.html
Melissa A. Koenig
Affiliation:
Institute of Child Development, University of Minnesota, Minneapolis, MN55436. lixx5592@umn.edupesch047@umn.edumkoenig@umn.eduhttp://www.cehd.umn.edu/icd/people/faculty/cpsy/koenig.html
Get access Rights & Permissions [Opens in a new window]

Abstract

We extend Tomasello's discussion of children's developing sense of obligation to testimonial learning. First, we review a battery of behaviors in testimonial exchanges that parallel those described by Tomasello. Second, we explore the variable ways in which children hold others accountable, suggestive that children's evaluations of moral and epistemic responsibilities in joint collaborative activities are distinct.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 43 , 2020 , e76
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Begus, K. & Southgate, V. (2012) Infant pointing serves an interrogative function. Developmental Science 15(5):611–17.CrossRefGoogle ScholarPubMed
Brandom, R. (1994) Making it explicit. Harvard University Press.Google Scholar
Dunfield, K. A., Kuhlmeier, V. A. & Murphy, L. (2013) Children's use of communicative intent in the selection of cooperative partners. PloS one 8:e61804. doi:10.1371/journal.pone.0061804.CrossRefGoogle ScholarPubMed
Gilbert, M. (1992) On social facts. Princeton University Press.Google Scholar
Goldberg, A. E. (2006) Constructions at work: The nature of generalization in language. Oxford University Press.Google Scholar
Grassmann, S. & Tomasello, M. (2010) Young children follow pointing over words in interpreting acts of reference. Developmental Science 13(1):252–63.CrossRefGoogle Scholar
Grosse, G., Behne, T., Carpenter, M. & Tomasello, M. (2010) Infants communicate in order to be understood. Developmental Psychology 46(6):1710–22.CrossRefGoogle ScholarPubMed
Harris, P. L., Koenig, M. A., Corriveau, K. H. & Jaswal, V. K. (2017) Cognitive foundations of learning from testimony. Annual Review of Psychology 69(1):251–73.CrossRefGoogle ScholarPubMed
Hetherington, C., Hendrickson, C. & Koenig, M. (2014) Reducing an in-group bias in preschool children: The impact of moral behavior. Developmental Science 17(6):1042–49.CrossRefGoogle ScholarPubMed
Hinchman, E. (2005) Telling as inviting to trust. Philosophy and Phenomenological Research 70(3):562–87.CrossRefGoogle Scholar
Holton, R. (1994) Deciding to trust, coming to believe. Australasian Journal of Philosophy 72(1):63–76.CrossRefGoogle Scholar
Jaswal, V. K. (2004) Don't believe everything you hear: Preschoolers’ sensitivity to speaker intent in category induction. Child Development 75(6):1871–85.CrossRefGoogle ScholarPubMed
Koenig, M. A. & Echols, C. H. (2003) Infants’ understanding of false labeling events: The referential roles of words and the speakers who use them. Cognition 87(3):179–208.CrossRefGoogle Scholar
Kushnir, T. & Koenig, M. A. (2017) What I don't know won't hurt you: The relation between professed ignorance and later knowledge claims. Developmental Psychology 53(5):826–35.CrossRefGoogle ScholarPubMed
McMyler, B. (2011) Testimony, trust, and authority. Oxford University Press.CrossRefGoogle Scholar
Moran, R. (2005) Problems of sincerity. Proceedings of the Aristotelian Society 105(1): 325–45.CrossRefGoogle Scholar
Pea, R. D. (1982) Origins of verbal logic: Spontaneous denials by two-and three-year olds. Journal of Child Language, 9(3):597–626.CrossRefGoogle ScholarPubMed
Pesch, A. & Koenig, M. A. (2018) Varieties of trust in preschoolers’ learning and practical decisions. PLOS ONE 13(8):e0202506.CrossRefGoogle ScholarPubMed
Rakoczy, H. & Tomasello, M. (2009) Done wrong or said wrong? Young children understand the normative directions of fit of different speech acts. Cognition 113(2):205–12.CrossRefGoogle ScholarPubMed
Ronfard, S., Nelson, L., Dunham, Y. & Blake, P. R. (2019) How children use accuracy information to infer informant intentions and to make reward decisions. Journal of Experimental Child Psychology 177:100–18. doi:10.1016/j.jecp.2018.07.017.CrossRefGoogle Scholar
Ross, A. (1986) Why do we believe what we are told? Ratio 28(1):69–88.Google Scholar
Shwe, H. I. & Markman, E. M. (1997) Young children's appreciation of the mental impact of their communicative signals. Developmental Psychology 33(4):630–36.CrossRefGoogle ScholarPubMed
Wellman, H. M., Song, J-H. & Peskin-Shepherd, H. (2019) Children's early awareness of comprehension as evident in their spontaneous corrections of speech errors. Child Development 90(1):196–209.CrossRefGoogle ScholarPubMed
Wilks, M., Kirby, J. & Nielsen, M. (2018) Developmental changes in young children's willingness to copy the antisocial actions of ingroup members in a minimal group context. Developmental Psychology 55(4):709–21.CrossRefGoogle Scholar