Sunae Kim

Eötvös Loránd University · Department of Developmental and Clinical Child Psychology

Infants register and react to informational uncertainty in the environment. They also form expectations about the probability of future events as well as update the expectation according to changes in the environment. A novel line of research has started to investigate infants’ and toddlers’ behavior under uncertainty. By combining these research a...

An ability to flexibly learn from others while at other times relying upon one’s own judgments is an important adaptive human capacity. The present research investigated how others’ epistemic states and prior experience of their own independent ability in a given task modulate young children’s selective learning. In particular, we asked whether 4-y...

Consensus has both social and epistemic value. Children conform to consensus judgments in ways that suggest they are sensitive to the social value of consensus. Here we report two experiments providing evidence that 4-year-old children also are sensitive to the epistemic value of consensus. When multiple informants gave the same judgment concerning...

A first aim of this chapter is to explain why children seem to present different patterns of development across cultures for solving false-belief tasks. Anthropological evidence is presented suggesting that the tests devised for Western children might not be adequate outside Western cultures. Alternative practices and values, such as the willingnes...

Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children’s selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German childr...

This chapter discusses the cognitive mechanisms underlying magical beliefs and practices. We first review empirical studies in developmental psychology that address children’s concepts of magic. In particular, these studies focus on how children come to distinguish between events, entities, and agents that violate our intuitive notions of basic cau...

Prior work shows that children selectively learn from credible speakers. Yet, little is known how they treat information from non-credible speakers. The present research examined to what extent and under want conditions children may or may not learn from problematic sources. In three studies, we found that children displayed trust toward previously...

Prior research suggests that young children selectively inform others depending on others' knowledge states. Yet, little is known whether children selectively inform others depending on their own knowledge states. To explore this issue, we manipulated 3- to 4-year-old children's knowledge about the content of a box and assessed the impact on their...

Data. Data in an excel file. (XLSX)

Children recognize that people who know more are better informants than those who know less. How does an individual's prior knowledge affect children's decisions about whom to inform? In three experiments, three- to six-year-old children were invited to share a novel piece of information with one of two potential recipients who differed in their re...

An evolutionary framework on human teaching is not well equipped to explain the nature of human teaching unless it specifies the subserving cognitive and motivational mechanisms. Only a theory that speculates on the psychological processes provides testable predictions and stimulates further empirical research. How to Cite This Article Link to Thi...

In our reply to the commentaries by Jacqui Woolley and Rebekah Richert, we discuss the following: (1) possible effects that religious educations have on individual differences and (2) how older children may construe mind-readers.

In the present study, we investigated a total of fifty-one 3.5-, 4.5-, and 5.5-year-old children’s expectations about another person’s helping behaviors. We asked children to complete a story in which one person failed to complete his goal (e.g., because an object was misplaced or put out of his reach) while the other person observed the event. We...

Kim and Harris (, J. Cogn. Dev.) showed that children selectively learned from an informant who produced apparently magical outcomes as compared to another informant who produced only ordinary outcomes in the domain of everyday physics. In the present study, we tested children's ability to differentiate between and selectively learn from informants...

The present research investigates how young children evaluate and reason about the disclosure of private information. Using story vignettes, children aged 4–5 and 7–8 years were asked to evaluate an individual who passed on information from a peer revealing that he or she had broken a rule (e.g., stolen a cookie; rule type) or lacked a skill (e.g.,...

Children are able to distinguish between regular events that can occur in everyday reality and magical events that are ordinarily impossible. How do children respond to a person who brings about magical as compared with ordinary outcomes? In two studies, we tested children's acceptance of informants' claims when the informants had produced either m...

Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g....

Prior work shows that children can make inductive inferences about objects based on their labels rather than their appearance (Gelman, 2003). A separate line of research shows that children's trust in a speaker's label is selective. Children accept labels from a reliable speaker over an unreliable speaker (e.g., Koenig & Harris, 2005). In the curre...

Ownership is not a “natural” property of objects, but is determined by human intentions. Facts about who owns what may be altered by appropriate decisions. However, young children often deny the efficacy of transfer decisions, asserting that original owners retain rights to their property. In Experiment 1, 4–5-year-old and 7–8-year-old children and...

Cross-sectional and longitudinal data from students as they advance through the middle school years (grades 6–8) reveal insights into the development of students' pattern generalization abilities. As expected, students show a preference for lower-level tasks such as reading the data, over more distant predictions and generation of abstractions. Per...