Information about informants' knowledge states affects children's predictions of learning and their actual learning

The current study investigated how young children understand social situations with others as learning contexts, and how they actually learn from them given informants' knowledge state and teaching intention. Study 1 found preschoolers' prediction of learning is influenced by the informant's knowledge state, and there is an agerelated increase in expectation of learning from another and sensitivity to an informant's knowledge state and teaching intention. Study 2 confirmed that children's perception of an informant's knowledge state affects how much information they themselves accept from the social situation. Overall the findings showed that children's evaluation of a social situation as a learning context varies based on the informant's knowledge state, which is applied to their actual learning.