Gaining knowledge via other minds: Children's flexible trust in others as sources of information

In five experiments, we examined 3‐ to 6‐year‐olds’ understanding that they could gain knowledge indirectly from someone who had seen something they had not. Consistent with previous research, children judged that an informant, who had seen inside a box, knew its contents. Similarly, when an informant marked a picture to indicate her suggestion as to the content of the box, 3‐ to 4‐year‐olds trusted this more frequently when the informant had seen inside the box than when she had not. Going beyond previous research, 3‐ to 4‐year‐olds were also sensitive to informants’ relevant experience when they had to look over a barrier to see the marked picture, or ask for the barrier to be raised. Yet when children had to elicit the informant's suggestion, rather than just consult a suggestion already present, even 4‐ to 5‐year‐olds were no more likely to do so when the informant had seen the box's content than when she had not, and no more likely to trust the well‐informed suggestion than the uninformed one. We conclude that young children who can ask questions may not yet fully understand the process by which they can gain accurate information from someone who has the experience they lack.     

7-11-year-old children show an advantage for matching and recognizing the internal features of familiar faces: Evidence against a developmental shift

Adults are better at recognizing familiar faces from the internal facial features (eyes, nose, mouth) than from the external facial features (hair, face outline). However, previous research suggests that this “internal advantage” does not appear until relatively late in childhood, and some studies suggest that children rely on external features to recognize all faces, whether familiar or not. We use a matching task to examine face processing in 7-8- and 10-11-year-old children. We use a design in which all face stimuli can be used as familiar items (for participants who are classmates) and unfamiliar items (for participants from a different school). Using this design, we find an internal feature advantage for matching familiar faces, for both groups of children. The same children were then shown the external and internal features of their classmates and were asked to name or otherwise identify them. Again, both age groups identified more of their classmates correctly from the internal than the external features. This is the first time an internal advantage has been reported in this age group. Results suggest that children as young as 7 process faces in the same way as do adults, and that once procedural difficulties are overcome, the standard effects of familiarity are observed.     

Book reviews

TOATES, F. Animal Behaviour: A Systems Approach. Chichester: John Wiley and Sons. 1980. Pp. 299. Hardback £17. Paper back £6.40 ISBN 0 471 27724.

DICKINSON, A. Contemporary Animal Learning Theory. Cambridge: University Press. 1980. Pp. 177. Hardback £12.50. Paperback £3.95. ISBN 0 521 23469 7.     

The contribution of personality characteristics to the relationship between social support and perceived physical health

Although a great deal of research has been conducted on the relationship between social support and physical health, the contribution of personality characteristics to this relationship has rarely been assessed. Structural equation modeling was employed to derive and test a model of the direct and indirect relationships between personality characteristics, social network size, the perceived availability of support, socially supportive behaviors, and perceived physical health with a sample of Pennsylvania adults. Significant paths indicate that individuals who perceive themselves as affiliative and as help seekers and help givers report larger social networks, receive more socially supportive behaviors, and perceive that more support is available to them. The perception that support is available shared a direct relationship with perceived physical health. The utility of including multiple measures of social support and personality characteristics related to receiving support in investigations of the relationship between social support and physical health is discussed.