ISSN : 1229-0718
Much of knowledge about the world comes from indirect experience such as, obtaining information/knowledge from others, rather than direct experience. Growing up in an environment, filled with information and claims made by the media and on the internet, it is essential to understand how children come to develop skills of evaluating various sources of information. Recent years have seen much increase in the amount of research related to this topic, regarding the development of critical thinking. The aim of the present paper is to provide an in-depth review of this growing field, involving the development of selective trust, a bias in trust in testimony, and evidential reasoning. Based on the extensive literature review, encompassing papers published internationally as well as domestically, the paper aims to provide a comprehensive and thorough introduction to the major discoveries made in this field and to suggest future studies that can help further illuminate the development of critical thinking.
고연정, 최영은 (2013). 만 3세 아동의 타인 증언신뢰 편향성 검증. 한국심리학회지 발달, 26(1), 197-214.
고연정, 최영은 (2011). 만 3-4세 아동의 신뢰성 판단에 관찰 경험이 미치는 영향. 한국심리학회지 발달, 24(4), 151-162.
김윤, 송현주 (2010). 만 3,4세 아동들의 거짓말 이해와 사실 추론 능력, 한국심리학회지 발달, 23(3), 71-87.
송재목 (2009). 인식양태와 증거성. 한국어학, 44, 27-53.
정선아, 최영은 (2013). 동성 및 이성 성인의진술에 대한 만 3-4세 아동의 신뢰성 판단. 한국심리학회지 발달, 26(4), 93-105.
최영은, 이화인 (2012). 증거성표지 및 관련 어휘 발달 양상: 자발적 산출과 입력언어의분석. 한국심리학회지; 발달, 25(2), 129-150.
최영은, 이화인, 장나영 (2010). 정보 원천 표현에 따른 정보 확실성 이해의 발달. 한국심리학회지: 발달, 23, 109-124.
최영은, 장나영, 이화인 (2012). 학령전기 아동의 증언판별, 증거성표지 이해와 정보확실성 판단 능력 발달. 한국심리학회지 발달, 25(1), 135-152.
최영은, 장나영, 이화인 (2011). 증거성표지의이해, 산출과 마음이론발달의 관련성 연구. 한국심리학회지 발달, 24, 93-108.
최영은, Kaufman, A. (2009). 정보 원천 표현에대한 암묵적 이해의 발달. 한국발달심리학회 추계 학술심포지엄 발표논문. 서울대학교.
Aikenvald, A. Y. (2004). Evidentiality. New York:Oxford University Press.
Aksu-Koç, A., & Alici, D. (2000). Understanding sources of beliefs and marking of uncertainty:The child' theory of evidentiality. In E. V. Clark (Ed), Proceedings of the 30th annual child language conference, 123-130, Stanford, CA:Center for the Study of Language and Information.
Arnold, J. E., Fagnano, M., & Tanenhaus, M. K. (2003). Disfluencies signal theee, um, new information. Journal of Psycholinguistic Research, 32, 25-36.
Baum LA, Danovitch, J. H, & Keil, FC. (2008). Children’s sensitivity to circular explanations. Journal of Experimental Child Psychology, 100(2), 146-155.
Berk, L. E. (2013). Child Development. Boston:Pearson Education.
Birch, S. A. J., Vauthier, S. A., & Bloom, P. (2008). Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition, 107(3), 1018-1034.
Brosseau-Liard, P. E., & Birch, S. A. J. (2011). Epistemic states and traits: Preschoolers appreciate the differential informativeness of situation specific and person-specific cues to knowledge. Child Development, 82, 1788-1796.
Choi, Y., Bang, J. E., Jung, E. J., Ju, N., & Nam, M. J. (2014). Five-year-olds consider the source accuracy in their evidential reasoning. Poster presented at Boston University Conference on Language Development, Boston, US.
Chow, V., Poulin-Dubois, D., & Lewis, J. (2008). To see or not to see: Infants prefer to follow the gaze of a reliable looker. Developmental Science, 11, 761-770.
Clement, F., Koenig, M., & Harris, P. L. (2004). The ontogenesis of trust in tetimony. Mind and Language, 19, 360-379.
Corriveau, K. H., & Harris, P. L. (2009a). Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information. Developmental Science, 12, 188-193.
Corriveau, K. H., & Harris, P. L. (2009b). Choosing your informant: weighing familiarity and recent accuracy. Developmental Science, 12, 426-437.
Corriveau, K., Kinzler, K.D., & Harris, P. (2013). Accuracy trumps accent in children’s endorsement of object labels. Developmental Psychology, 49(3), 470-479.
Corriveau, K. H., Harris, P. L., Meins, E., Ferneyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L., & de Rosnay, M. (2009). Young children’s trust in their mother’s claims: Longitudinal links with attachment security in infancy. Child Development, 80, 750-761.
Corriveau, K. H., Meints, K., & Harris, P. L. (2009). Early tracking of informant accuracy and inaccuracy. British Journal of Developmental Psychology, 27(2), 331-342.
Couillard, N. L., & Woodward, A. L. (1999). Children's comprehension of deceptive points. British Journal of Developmental Psychology, 17(4), 515-521.
Csibra, G., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13, 148-153.
DiYanni, C., & Kelemen, D. (2008). Using a bad tool with good intention: Young children’s imitation of adults’ questionable choices. Journal of Experimental Child Psychology, 101, 241-261.
Elashi, F. B., & Mills, C. M. (2014). Do children trust based on group membership or prior accuracy? The role of group membership in children's trust decisions. Journal of Experimental Child Psychology, 128, 88-104.
Grant, M. G., & Mills, C. M. (2011b, April). Children’s understanding of persuasion: Recognizing exaggerated claims. Poster presented at the Society for Research in Child Development, Montreal, Quebec, Canada
Harris, P. L. (2007). Trust. Developmental Science, 10, 135-138.
Harris, P. L., & Corriveau, K. H., & (2011). Young children’s selective turst in informants. Philasophical Transactions of The Royal Society, 366, 1179-1187.
Heyman, G. D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17, 344-347.
Heyman, G. D., Fu, G., & Lee, K. (2007). Evaluating claims people make about themselves: The development of skepticism. Child Development, 78, 367-375.
Jaswal, V. K., Croft. A C., Setia A. R., & Cole, C. A. (2010). Young children have a specific, highly robust bias to trust testimony. Psychological Science, 21(10), 1541-7.
Jaswal, V. K., & Malone, L. S. (2007). Turning believers into skeptics: 3-year-olds’ sensitivity to cues to speakers credibility. Journal of Cognition and Development, 8, 263-283.
Jaswal, V. K., & Neely, L. A. (2006). Adults don't always know best. Psychological Science, 17(9), 757-758.
Jaswal, V. K., Pérez-Edgar, K., Kondrad, R. L., Palmquist, C. M., Cole, C. A., & Cole, C. E. (2014). Can't stop believing: Inhibitory control and resistance to misleading testimony. Developmental Science, 17, 965-976.
Kinzler, K. D., Corriveau, K. H., & Harris, P. L (2011). Children’s selective trust in nativeaccented speakers. Developmental Science, 14, 106-111.
Ko, Y. J., Nam, M. J., & Choi, Y. (2014). The effect of observation frequency on 3-year-olds’judgment of other’s truthfulness. Poster presented at the International Conference on Infant Studies, Berlin, Germany.
Koenig, M. A., & Harris, P. L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child Development, 76, 1261-1277.
Koenig, M. A., & Woodward, A. L. (2010). Sensitivity of 24-month-olds to the prior inaccuracy of the source: Possible mechanisms. Developmental Psychology, 46, 815-826.
Krogh-Jesperson, S., & Echols, C. H. (2012). The influence of speaker reliability on first versus second label learning. Child Development, 83, 581-590.
Landrum, A. R., Mills, C. M., & Johnston, A. (2013). When do children trust the expert? Benevolence information influences children’s trust more than expertise. Developmental Science, 16, 622-638.
Lange, J. D., Wellman, H. M., & Gelman, S. A. (2013). Informants’ traits weigh heavily in young children’s trust in testimony and in their epstemic inferences. Child Development, 84(4), 1253-1268.
Lane, J. D., & Harris, P. L. (2015) The role of intuition and informants' expertise in children's epistemic trust. Child Development, 86, 919-926.
LoBue, V., Nishida, T., Chiong, C., DeLoache, J. S., & Haidt, J. (2011). When getting something good is bad: Even three-year-olds react to inequality. Social Development, 20, 154-170.
Lutz, D. J., & Keil, F. C. (2002). Early understanding of the division of cognitive labor. Child Development, 73, 1073-1084.
Ma, L., & Ganea, P. A. (2010). Dealing with conflicting information: Young children's reliance on what they see versus what they are told. Developmental Science, 13(1), 151-160.
Ma, L., & Woolley, J. D. (2013). Young Children's Sensitivity to Speaker Gender When Learning From Others. Journal of Cognition and Development, 14(1), 100-119.
Mascaro, O., & Sperber, D. (2009). The moral, epistemic, and mind reading components of children’s vigilance toward deception. Cognition, 112, 367-380.
Matsui, T., & Fitneva, S. A. (2009). Knowing how we know: Evidentiality and cognitive development. New Directions for Child & Adolescent Development, 2009, 1-11.
Matsui, T., Yamamoto, T., & McCagg, P. (2006). On the role of language in children's early understanding of others as epistemic beings. Cognitive Development, 21, 158-173.
Mills, C. (2013). Knowing to doubt; Developing a critical stance when learning from others. Developmental Psychology, 49(3), 404-418.
Mills, C. M., & Elashi, F. B. (2014). Children’s skepticism: Developmental and individual differences in children’s ability to detect and explain distorted claims. Journal of Experimental Child Psychology, 124, 1-17.
Morris, B. J., & Hasson, U. (2010). Multiple sources of competence underlying the comprehension of inconsistencies: A developmental investigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 277-287.
Oh, S., & Lewis, C. (2008). Korean preschoolers’advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, 79(1), 80-99.
Orena, A. J., & White, K. (2015). I forget what that’s called! Children’s online processing of disfluencies depends on speaker knowledge. Child Development, 86(6), 1701-1709.
Papafragou, A., Li, P., Choi, Y., & Han, C. H. (2007). Evidentiality in language and cognition Cognition, 103, 253-299.
Pasquini, E. S., Corriveau, K. H., Koenig, M., & Harris, P. L. (2007). Preschoolers monitor the relative accuracy of informants. Developmental Psychology, 43, 1216-1226.
Poulin-Dubois, D., Brooker, I., & Polonia, A. (2011). Infants prefer to imitate a reliable person. Infant Behavior & Development, 34, 303-309.
Poulin-Dubois, D., & Chow, V. (2009). The effect of a looker’s past reliability on infants’reasoning about beliefs. Developmental Psychology, 45, 1576-1582.
Rakoczy, H., Warneken, F., & Tomasello, M. (2009). Young children’s selective learning of rule games from reliable and unreliable models. Cognitive Development, 24, 61-69.
Robinson, E. J., Champion, H. H., & Mitchell, P. P. (1999). Children’s ability to infer utterance veracity from speaker informedness. Developmental Psychology, 35, 535-546.
Sabbagh, M., & Baldwin, D. (2001). Learning words from knowledgeable versus ignorant speakers: Links between preschoolers’ theory of mind and semantic development. Child Development, 72, 1054-1070.
Shenouda, J. H. Danovitch, (2013) Preschooler’s Trust in the Testimony of Males and Females:Accuracy Trumps Gender Stereotypes. Poster presented at the Biennial meeting of Society for Research in Child Development, April, 2013.
Sobel, D. M & Corriveau, K. H. (2010). Children monitor individuals’ expertise for word learning. Child Development, 81, 669-679.
Sperber, D., Clement, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., & Wilson, D. (2010). Epistemic vigilance. Mind & Language, 25, 359-393.
Taylor, M. G. (2013). Gender influences on children’s selective trust of adult testimony. Journal of experimental child psychology, 115(4), 672-690.
Vanderbilt, K. E., Heyman, G. D., & Liu, D. (2014). In the absence of conflicting testimony young children trust inaccurate informants. Developmental Science, 17(3), 443-451.
Vanderbilt, K. E., Liu, D., & Heyman, G. D. (2011). The development of distrust. Child Development, 82, 1372-1380.
VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, 61-71.
Zmyj, N., Buttelmann, D., Carpenter, M., & Daum, M. M. (2010). The reliability of a model influences 14-month-olds’ imitation. Journal of Experimental Child Psychology, 106, 208-220.