Support for this research was provided by National Science Foundation Grant 044718 to Catharine H. Echols. We appreciate the statistical help of Greg Hixon, as well as comments on earlier versions from Jacqueline Woolley, Leslie Cohen, and two anonymous reviewers. We thank the families who participated in this study and the undergraduate research assistants who contributed to the data collection.
The Influence of Speaker Reliability on First Versus Second Label Learning
Article first published online: 12 JAN 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 83, Issue 2, pages 581–590, March/April 2012
How to Cite
Krogh-Jespersen, S. and Echols, C. H. (2012), The Influence of Speaker Reliability on First Versus Second Label Learning. Child Development, 83: 581–590. doi: 10.1111/j.1467-8624.2011.01713.x
- Issue published online: 14 MAR 2012
- Article first published online: 12 JAN 2012
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.