Knowing when to trust a teacher: The contribution of category status and sample composition to young children's judgments of informant trustworthiness.

Two experiments examined the extent to which category status influences children's attention to the composition of evidence samples provided by different informants. Children were told about two informants, each of whom presented different samples of evidence, and then were asked to judge which informant they would trust to help them learn something new. The composition of evidence samples was manipulated such that one sample included either a large number (n = 5) or a diverse range of exemplars relative to the other sample, which included either a small number (n = 2) or a homogeneous range of exemplars. Experiment 1 revealed that participants (N = 37; Mage = 4.76 years) preferred to place their trust in the informant who presented the large or diverse sample when each informant was labeled "teacher" but exhibited no preference when each informant was labeled "child." Experiment 2 revealed developmental differences in responses when labels and sample composition were pitted against each other. Younger children (n = 32; Mage = 3.42 years) consistently trusted the "teacher" regardless of the composition of the sample the informant was said to have provided, whereas older children (n = 30; Mage = 5.54 years) consistently trusted the informant who provided the large or diverse sample regardless of whether it was provided by a "teacher" or a "child." These results have important implications for understanding the interplay between children's category knowledge and their evaluation of evidence.

Three-year-olds obey the sample size principle of induction: the influence of evidence presentation and sample size disparity on young children's generalizations.

Three experiments with 81 3-year-olds (M=3.62years) examined the conditions that enable young children to use the sample size principle (SSP) of induction-the inductive rule that facilitates generalizations from large rather than small samples of evidence. In Experiment 1, children exhibited the SSP when exemplars were presented sequentially but not when exemplars were presented simultaneously. Results from Experiment 3 suggest that the advantage of sequential presentation is not due to the additional time to process the available input from the two samples but instead may be linked to better memory for specific individuals in the large sample. In addition, findings from Experiments 1 and 2 suggest that adherence to the SSP is mediated by the disparity between presented samples. Overall, these results reveal that the SSP appears early in development and is guided by basic cognitive processes triggered during the acquisition of input.

Expectations about single event probabilities in the first year of life: The influence of perceptual and statistical information.

Recent evidence suggests that infants can generate expectations about future events from a sample of probabilistic data. However, little is known about the conditions that support the development of this ability. Three experiments tested the prediction that 8- and 12-month-olds respond to base rates as well as perceptual cues when they generate expectations from a sample of probabilistic data. Results revealed that 12-month-olds were sensitive to the statistical and perceptual properties of the evidence depending on the distribution of high-to-low base rate items in the sample. Specifically, 12-month-olds focused on perceptual features of the evidence when a sample was large and more skewed (e.g., 6:1), whereas they attended to statistical properties when the sample was smaller and less skewed (e.g., 4:1). In contrast, eight-month-olds always focused on the perceptual features of the evidence. Neither group generated expectations from a small, less skewed sample (e.g., 2:1). These results suggest that the ability to generate expectations about future events is mediated by specific features of the available evidence and undergoes significant change during the 1st year of life.

It's in the sample: the effects of sample size and sample diversity on the breadth of inductive generalization.

Developmental studies have provided mixed evidence with regard to the question of whether children consider sample size and sample diversity in their inductive generalizations. Results from four experiments with 105 undergraduates, 105 school-age children (M=7.2 years), and 105 preschoolers (M=4.9 years) showed that preschoolers made a higher rate of projections from large samples than from small samples when samples were diverse (Experiments 1 and 3) but not when samples were homogeneous (Experiment 4) and not when the task required a choice between two samples (Experiment 2). Furthermore, when a property occurred in large and diverse samples, preschoolers exhibited a broad pattern of projection, generalizing the property to items from categories not represented in the evidence. In contrast, adults followed a normative pattern of induction and never attributed properties to items from categories not represented in the evidence. School-age children showed a mixed pattern of results.

Sample selection and inductive generalization.

In two experiments with adults (N = 126), we examined the influence of sampling procedure on inductive generalization. In predicate sampling, participants learned the category identity of individuals known to possess some property. In subject sampling, individuals selected for category identity were discovered to possess a novel property. In both experiments, sampling procedure influenced induction. Predicate sampling resulted in very narrow generalization, whereas subject sampling yielded a fairly high and constant rate of projection. Differences in confidence of generalizations were also observed. Conditions in which evidence was described as randomly sampled from a collection of animals yielded a consistent decrease in projections as predicted by similarity-based models. The results are presented as support for an evidence-based view of induction.