Four‐, 5‐, and 6‐year olds (N = 102) observed agents perform a reasoning task that required gathering hidden evidence. An agent who made sound inferences was contrasted with an agent who made either unsound inferences (UI; failed to base conclusion on gathered evidence) or guesses (failed to gather evidence). Four‐year olds attributed knowledge to all agents and endorsed their conclusions widely. However, 5‐ and 6‐year olds’ knowledge attributions were mitigated by UI, and 6‐year olds neither attributed knowledge to a guesser nor endorsed his conclusions. Notably, parents’ tendency to make evaluativist epistemological judgments—which place value in evidence as a basis for belief—predicted children’s reluctance to learn from and credit knowledge to poor reasoners. Parents’ evaluativist judgments also predicted children’s selective learning about object functions.

中文翻译：

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向“思考者”学习：父母的认识论理解预测儿童对推理者的判断中的个体差异

四岁，五岁和六岁（N = 102）被观察的特工执行需要收集隐藏证据的推理任务。做出合理推断的代理与做出不合理推断（UI；未能基于收集的证据得出结论）或猜测（未能收集证据）的代理形成对比。四岁的孩子将知识归功于所有主体，并广泛认可他们的结论。但是，UI减轻了5岁和6岁儿童的知识归因，并且6岁儿童既没有将知识归因于猜测者，也没有认可他的结论。值得注意的是，父母倾向于做出评估主义的认识论判断（将价值放在证据上作为信念的基础），这预示着孩子们不愿意向不良推理者学习或将其归功于不良推理者。父母的评估主义者的判断还预测了孩子对目标功能的选择性学习。