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.

中文翻译：

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儿童见证式学习中的人际信任

在越来越多的关于儿童见证学习的发展文献中，强调儿童对见证证据的评估，而忽视了见证学习中一些更具协作性的方面。借鉴最近关于证言和人际信任的哲学著作，我们主张用另一种方法来概念化证言学习的社会性质。在这种替代方案中，一些证明学习是联合协作认知活动的结果，该活动旨在实现真实信念的认知目标，但它是通过不可还原的社会过程来实现的。