Young children use pedagogical cues to modulate the strength of normative inferences

摘要: Young children understand pedagogical demonstrations as conveying generic, kind-relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact normative and thus regardless of whether this was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary inferences to the it nevertheless sufficient produce inductive which child relies more strongly. This study addresses tension by bridging literature reasoning with that social learning inference. Three-year-old learned about from either or non-pedagogical demonstration, then, series new actors acted ways. Although protested normatively both conditions (e.g., 'No, like that'), persisted longer enforcing norms face repeated non-conformity actors. finding suggests all are created equal, but rather depend - at least their strength nature acquisition process.