Selective Social Learning
For individuals in the U.S. & U.S. territories
About the special issue
This special issue was motivated by the recent, wide-ranging interest in the development of children's selective social learning.
Human beings have a far-reaching dependence on others for information, and the focus of this issue is on the processes by which children selectively and intelligently learn from others. It showcases some of the finest current work in this area and also aims to encourage new lines of investigation and new ways of thinking about how children learn from others.
This issue also serves to highlight this new direction in basic research for the broader community of researchers, educators, and practitioners.
Articles in this issue
Selective Social Learning: New Perspectives on Learning From Others
Koenig, Melissa A.; Sabbagh, Mark A.
Knowing When to Doubt: Developing a Critical Stance When Learning From Others
Mills, Candice M.
Understanding Infants' and Children's Social Learning About Foods: Previous Research and New Prospects
Shutts, Kristin; Kinzler, Katherine D.; DeJesus, Jasmine M.
"Shall We Blick?": Novel Words Highlight Actors' Underlying Intentions for 14-Month-Old Infants
Chen, Marian L.; Waxman, Sandra R.
Matters of Accuracy and Conventionality: Prior Accuracy Guides Children's Evaluations of Others' Actions
Scofield, Jason; Gilpin, Ansley Tullos; Pierucci, Jillian; Morgan, Reed
Selective Trust: Children's Use of Intention and Outcome of Past Testimony
Liu, David; Vanderbilt, Kimberly E.; Heyman, Gail D.
"Who Can Help Me Fix This Toy?" The Distinction Between Causal Knowledge and Word Knowledge Guides Preschoolers' Selective Requests for Information
Kushnir, Tamar; Vredenburgh, Christopher; Schneider, Lauren A.
Links Between Parents' Epistemological Stance and Children's Evidence Talk
Luce, Megan R.; Callanan, Maureen A.; Smilovic, Sarah
Children's Use of Moral Behavior in Selective Trust: Discrimination Versus Learning
Doebel, Sabine; Koenig, Melissa A.
Accuracy Trumps Accent in Children's Endorsement of Object Labels
Corriveau, Kathleen H.; Kinzler, Katherine D.; Harris, Paul L.
Children's Use of Information Quality to Establish Speaker Preferences
Gillis, Randall L.; Nilsen, Elizabeth S.
Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts
Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.
Reading to Learn: Prereaders' and Early Readers' Trust in Text as a Source of Knowledge
Robinson, Elizabeth J.; Einav, Shiri; Fox, Amy
Dax Gets the Nod: Toddlers Detect and Use Social Cues to Evaluate Testimony
Fusaro, Maria; Harris, Paul L.
Children's Understanding of Speaker Reliability Between Lexical and Syntactic Knowledge
Sobel, David M.; Macris, Deanna M.
The Development of Children's Information Gathering: To Look or to Ask?
Fitneva, Stanka A.; Lam, Nietzsche H. L.; Dunfield, Kristen A.
Selective Skepticism: American and Chinese Children's Reasoning About Evaluative Academic Feedback
Heyman, Gail D.; Fu, Genyue; Lee, Kang
The Impact of Teacher–Child Relationships on Child Cognitive Performance as Explored by a Priming Paradigm
Ahnert, Lieselotte; Milatz, Anne; Kappler, Gregor; Schneiderwind, Jennifer; Fischer, Rico
Involvement in Traditional Cultural Practices and American Indian Children's Incidental Recall of a Folktale
Tsethlikai, Monica; Rogoff, Barbara
Social-Cognitive Processes in Preschoolers' Selective Trust: Three Cultures Compared
Lucas, Amanda J.; Lewis, Charlie; Pala, F. Cansu; Wong, Katie; Berridge, Damon
Knowing Better: The Role of Prior Knowledge and Culture in Trust in Testimony
Chan, Cheri C. Y.; Tardif, Twila
Developmental Differences in the Relative Weighing of Informants' Social Attributes
Reyes-Jaquez, Bolivar; Echols, Catharine H.