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Cognition 132 (2014) 335–341
Contents lists available at ScienceDirect
Cognition
journal homepage: www.else /locate/COGNIT
Sins of omission: Children selectively explore when teachers
are under-informative
Hyowon Gweon ⇑, Hannah Pelton, Jaclyn A. Konopka, Laura E. Schulz
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
a r t i c l e i n f o a b s t r a c t
Article history: Do children know when people tell the truth but not the whole truth? Here we show that
Received 3 October 2013 children accurately evaluate informants who omit information and adjust their exploratory
Revised 24 April 2014 behavior to compensate for under-informative pedagogy. Experiment 1 shows that given
Accepted 28 April 2014
identical demonstrations of a toy, children (6- and 7-year-olds) rate an informant lower
Available online 28 May 2014
if the toy also had non-demonstrated functions. Experiment 2 shows that given identical
demonstrations, six-year-olds explore a toy more broadly if the informant previously com-
Keywords:
mitted a sin of omission. These results suggest that children consider both accuracy and
Cognitive development
informativeness in evaluating others’ credibility and adjust their exploratory behavior to
Social learning
Causal learning compen
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