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Melissa A. Koenig [8]Melissa Koenig [6]
  1.  48
    Infants' understanding of false labeling events: the referential roles of words and the speakers who use them.Melissa A. Koenig & Catharine H. Echols - 2003 - Cognition 87 (3):179-208.
  2. The Ontogenesis of Trust.Fabrice Clément, Melissa Koenig & Paul Harris - 2004 - Mind and Language 19 (4):360-379.
    Psychologists have emphasized children's acquisition of information through firsthand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4yearolds displayed sceptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, threeyearolds were less selective in trusting a reliable (...)
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  3. The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources?Paul L. Harris & Melissa A. Koenig - 2007 - Episteme 4 (3):264-284.
    What is the nature of children's trust in testimony? Is it based primarily on evidential correlations between statements and facts, as stated by Hume, or does it derive from an interest in the trustworthiness of particular speakers? In this essay, we explore these questions in an effort to understand the developmental course and cognitive bases of children's extensive reliance on testimony. Recent work shows that, from an early age, children monitor the reliability of particular informants, differentiate between those who make (...)
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  4.  21
    Interpersonal trust in children's testimonial learning.Melissa A. Koenig, Pearl Han Li & Benjamin McMyler - 2022 - Mind and Language 37 (5):955-974.
    Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial learning is the result of a jointly collaborative epistemic activity, an activity that aims at the epistemic goal of true belief, (...)
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  5.  37
    Entitled to Trust? Philosophical Frameworks and Evidence from Children.Caitlin A. Cole, Paul L. Harris & Melissa A. Koenig - 2012 - Analyse & Kritik 34 (2):195-216.
    How do children acquire beliefs from testimony? In this chapter, we discuss children's trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the message and characteristics of the speaker. Not only are children sensitive to (...)
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  6.  59
    The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources?Melissa A. Koenig & Paul L. Harris - 2007 - Episteme: A Journal of Social Epistemology 4 (3):264-284.
    ABSTRACTWhat is the nature of children's trust in testimony? Is it based primarily on evidential correlations between statements and facts, as stated by Hume, or does it derive from an interest in the trustworthiness of particular speakers? In this essay, we explore these questions in an effort to understand the developmental course and cognitive bases of children's extensive reliance on testimony. Recent work shows that, from an early age, children monitor the reliability of particular informants, differentiate between those who make (...)
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  7.  34
    Varieties of testimony: Children’s selective learning in semantic versus episodic domains.Elizabeth C. Stephens & Melissa A. Koenig - 2015 - Cognition 137 (C):182-188.
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  8. Selective trust in testimony: Children's evaluation of the message, the speaker, and the speech act.Melissa A. Koenig - 2005 - In Tamar Szabó Gendler & John Hawthorne (eds.), Oxford Studies in Epistemology. Oxford University Press. pp. 3--253.
     
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  9.  12
    Two sources of bias affecting the evaluation of autistic communication.Pearl Han Li & Melissa Koenig - 2019 - Behavioral and Brain Sciences 42.
    We support Jaswal & Akhtar's interrogation of social motivational accounts of autism and discuss two sources of bias that contribute to how others construe autistic people's communications: an experience-based bias that limits our ability to discern the speaker's action as communicative and a prejudice against the credibility of certain speakers that limits a listener's willingness to believe their testimony.
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  10. Selective Trust in Testimony: Children's Evaluation of the Message, the Speaker and the Speech Act.Melissa Koenig - 2010 - Oxford Studies in Epistemology 3.
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  11.  65
    Credulity and the development of selective trust in early childhood.Paul L. Harris, Kathleen H. Corriveau, Elisabeth S. Pasquini, Melissa Koenig, Maria Fusaro & Fabrice Clément - 2012 - In Michael J. Beran, Johannes Brandl, Josef Perner & Joëlle Proust (eds.), The foundations of metacognition. Oxford University Press. pp. 193.
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  12.  6
    Variations in teaching bring variations in learning.Melissa Koenig - 2015 - Behavioral and Brain Sciences 38.
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  13.  8
    The sense of obligation in children's testimonial learning.Pearl Han Li, Annelise Pesch & Melissa A. Koenig - 2020 - Behavioral and Brain Sciences 43.
    We extend Tomasello's discussion of children's developing sense of obligation to testimonial learning. First, we review a battery of behaviors in testimonial exchanges that parallel those described by Tomasello. Second, we explore the variable ways in which children hold others accountable, suggestive that children's evaluations of moral and epistemic responsibilities in joint collaborative activities are distinct.
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  14.  8
    The selective social learner as an agent of cultural group selection.Sarah Suárez & Melissa Koenig - 2016 - Behavioral and Brain Sciences 39.
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