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.