Interpersonal trust in children's testimonial learning

Mind and Language 37 (5):955-974 (2022)
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Abstract

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, but that does so by means of an irreducibly social process.

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References found in this work

The Morality of Freedom.Joseph Raz - 1986 - Philosophy 63 (243):119-122.
Trust and antitrust.Annette Baier - 1986 - Ethics 96 (2):231-260.
Conceptualizing Epistemic Oppression.Kristie Dotson - 2014 - Social Epistemology 28 (2):115-138.
Why do humans reason? Arguments for an argumentative theory.Dan Sperber - 2011 - Behavioral and Brain Sciences 34 (2):57.
Trust as an affective attitude.Karen Jones - 1996 - Ethics 107 (1):4-25.

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