From Credulity Bias to Selective Trust: Children's Testimonial Learning and Its Educational Implications
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| Title: | From Credulity Bias to Selective Trust: Children's Testimonial Learning and Its Educational Implications |
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| Language: | English |
| Authors: | Junjin Hu (ORCID |
| Source: | Educational Researcher. 2026 55(3):197-203. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Young Children, Bias, Trust (Psychology), Credibility, Beliefs, Cues, Learning Processes, Child Development, Social Influences, Learning |
| DOI: | 10.3102/0013189X251410177 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | Children's testimonial learning undergoes a developmental shift from credulity bias to selective trust. Whereas young children tend to accept others' testimony without question, they gradually learn to evaluate its credibility based on cues, such as the speaker's accuracy, expertise, and contextual reliability. Drawing on research in developmental psychology, this article challenges the romanticized view of children as autonomous learners, highlighting the crucial role of testimony in learning, and further argues that testimonial learning is also shaped by sociopolitical contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501033 |
| Database: | ERIC |
| Abstract: | Children's testimonial learning undergoes a developmental shift from credulity bias to selective trust. Whereas young children tend to accept others' testimony without question, they gradually learn to evaluate its credibility based on cues, such as the speaker's accuracy, expertise, and contextual reliability. Drawing on research in developmental psychology, this article challenges the romanticized view of children as autonomous learners, highlighting the crucial role of testimony in learning, and further argues that testimonial learning is also shaped by sociopolitical contexts. |
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| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251410177 |
