Toddlers favor communicatively presented information over statistical reliability in learning about artifacts.
Observed associations between events can be validated by statistical information of reliability or by testament of communicative sources. We tested whether toddlers learn from their own observation of efficiency, assessed by statistical information on reliability of interventions, or from communicat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2015-01-01
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| Series: | PLoS ONE |
| Online Access: | http://europepmc.org/articles/PMC4364367?pdf=render |