Learning to trust and trusting to learn: a theoretical framework

Asheley R Landrum; Baxter S Eaves Jr; Patrick Shafto

doi:10.1016/j.tics.2014.12.007

Learning to trust and trusting to learn: a theoretical framework

Trends Cogn Sci. 2015 Mar;19(3):109-11. doi: 10.1016/j.tics.2014.12.007. Epub 2015 Jan 4.

Authors

Asheley R Landrum¹, Baxter S Eaves Jr², Patrick Shafto²

Affiliations

¹ Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA. Electronic address: LandrumAR@gmail.com.
² Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA.

PMID: 25563822
DOI: 10.1016/j.tics.2014.12.007

Abstract

Learning from other people requires integrating reasoning about an informant's psychological properties, such as knowledge and intent, with reasoning about the implications of the data the informant chooses to present. Here, we argue for an approach that considers these two reasoning paths as interrelated, reciprocal processes that develop over experience and guide learners when acquiring knowledge about the world.

Keywords: cognitive development; epistemic trust; social learning.

Publication types

Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Humans
Learning*
Models, Psychological*
Trust / psychology*