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{
    "pk": 25410,
    "title": "Not by number alone: The effect of teachers’ knowledge and its value in evaluating “sins of omission”",
    "subtitle": null,
    "abstract": "What constitutes good teaching, and what factors do learners\nconsider when evaluating teachers? Prior developmental work\nsuggests that even young children accurately recognize and\nevaluate under-informativeness. Building on prior work, we\npropose a Bayesian model of teacher evaluation that infers the\nteacher’s quality from how carefully he selected demonstrations\ngiven what he knew. We test the predictions of our model\nacross 15 conditions in which participants saw a teacher who\ndemonstrated all or a subset of functions of a novel device and\nrated his helpfulness. Our results suggest that human adults\nseamlessly integrate information about the number of functions\ntaught, their values, as well as what the teacher knew,\nto make nuanced judgments about the quality of teaching; the\nquantitative pattern is well predicted by our model",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "pedagogy"
        },
        {
            "word": "Bayesian models"
        },
        {
            "word": "social learning"
        },
        {
            "word": "Causal Learning"
        },
        {
            "word": "Pragmatics"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9633w301",
    "frozenauthors": [
        {
            "first_name": "Ilona",
            "middle_name": "",
            "last_name": "Bass",
            "name_suffix": "",
            "institution": "Department of Psychology, Wesleyan University",
            "department": ""
        },
        {
            "first_name": "Daniel",
            "middle_name": "",
            "last_name": "Hawthorne-Madell",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        },
        {
            "first_name": "Noah",
            "middle_name": "D",
            "last_name": "Goodman",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        },
        {
            "first_name": "Hyowon",
            "middle_name": "",
            "last_name": "Gweon",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25410/galley/15034/download/"
        }
    ]
}