Learning to trust and trusting to learn: a theoretical framework

被引：98

作者：

Landrum, Asheley R. ^{[1
]}

Eaves, Baxter S., Jr. ^{[1
]}

Shafto, Patrick ^{[1
]}

机构：

[1] Univ Louisville, Dept Psychol & Brain Sci, Louisville, KY 40292 USA

来源：

TRENDS IN COGNITIVE SCIENCES | 2015年 / 19卷 / 03期

基金：

美国国家科学基金会;

关键词：

epistemic trust; social learning; cognitive development; CHILDRENS TRUST; INFORMANTS; TESTIMONY; SPEAKERS; OTHERS;

D O I：

10.1016/j.tics.2014.12.007

中图分类号：

B84 [心理学]; C [社会科学总论]; Q98 [人类学];

学科分类号：

03 ; 0303 ; 030303 ; 04 ; 0402 ;

摘要：

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.

引用

页码：109 / 111

页数：3

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