Abstract

Developmental psychologists have often portrayed young children as stubborn autodidacts who ignore the testimony of others. Yet the basic design of the human cognitive system indicates an early ability to co-ordinate information derived from first-hand observation with information derived from testimony. There is no obvious tendency to favour the former over the latter. Indeed, young children are relatively poor at monitoring whether they learned something from observation or from testimony. Moreover, the processes by which children and adults understand and remember a sequence of events appear to be similar, whether they witness that sequence or are told about it. Children’s early receptivity to testimony raises the question of whether and how children discern what testimony is reliable. Arguably, before the emergence of reflective judgement, children are equipped with a tacit filtering device. To be understood, any new piece of testimony typically needs to be consistent with, and integrated into, what is already known about the topic in question. Children’s impoverished knowledge base will make that integrative process relatively slow. Thus, children’s early ignorance may often save them from misplaced credulity.Author Keywords: Trust; Testimony; Sources ; Cognitive development; Situation model.