Order Matters: Children's Evaluation of Underinformative Teachers Depends on Context

Hyowon Gweon C · Mika Asaba

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Child and Animal Learning Development Early Childhood Education and Development Language Development and Disorders

Abstract

The ability to evaluate "sins of omission"-true but pragmatically misleading, underinformative pedagogy-is critical for learning. This study reveals a developmental change in children's evaluation of underinformative teachers and investigates the nature of their limitations. Participants rated a fully informative teacher and an underinformative teacher in two different orders. Six- and 7-year-olds (N = 28) successfully distinguished the teachers regardless of the order (Experiment 1), whereas 4- and 5-year-olds (N = 82) succeeded only when the fully informative teacher came first (Experiments 2 and 3). After seeing both teachers, 4-year-olds (N = 32) successfully preferred the fully informative teacher (Experiment 4). These results are discussed in light of developmental work in pragmatic implicature, suggesting that young children might struggle with spontaneously generating relevant alternatives for evaluating underinformative pedagogy.

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2019Interactive contexts increase informativeness in children’s referential communication.2018Development of children’s sensitivity to overinformativeness in learning and teaching.2021Inferential social learning: Cognitive foundations of human social learning and teaching 2018Integrating Incomplete Information With Imperfect Advice 2021Leaving a Choice for Others: Children’s Evaluations of Considerate, Socially-Mindful Actions

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