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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
Language: English
Authors: Junjin Hu (ORCID 0009-0009-2450-7483)
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
FullText Text:
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  Data: From Credulity Bias to Selective Trust: Children's Testimonial Learning and Its Educational Implications
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  Data: <searchLink fieldCode="AR" term="%22Junjin+Hu%22">Junjin Hu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-2450-7483">0009-0009-2450-7483</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. 2026 55(3):197-203.
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  Data: 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
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  Data: Y
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  Data: 7
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Data: 10.3102/0013189X251410177
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  Data: 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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  Data: 2026
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  Data: EJ1501033
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      – SubjectFull: Young Children
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      – SubjectFull: Bias
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      – SubjectFull: Cues
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      – SubjectFull: Child Development
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      – SubjectFull: Social Influences
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      – SubjectFull: Learning
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      – TitleFull: From Credulity Bias to Selective Trust: Children's Testimonial Learning and Its Educational Implications
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