Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 27727,
    "title": "Young children use statistical evidence to infer the informativeness of praise",
    "subtitle": null,
    "abstract": "Praise is not only rewarding but also informative. It allows\nus to learn about our skills and competence even when we\nare uncertain or unable to judge for ourselves. Not all praise\nis equally meaningful, however: Praise from someone who\npraises indiscriminately is less informative than from some-\none who praises selectively. Here we ask whether young chil-\ndren infer the informativeness of others’ praise based on the\nstatistical dependence between praise and the quality of work.\nExp. 1 shows that adults and 4-5 year-olds were more likely to\ntrust praise from a teacher whose previous praise covaried with\nthe quality of work (i.e., selective praise) than praise from a\nteacher who indiscriminately praised independent of the qual-\nity of work (i.e., overpraise). Exp. 2 addressed the possibility\nthat participants simply prefer a teacher who praises less often.\nEven for young children, praise is more than something nice.\nRather, they can track the informativeness of others’ evalua-\ntive feedback and use it to learn about the quality of their own\nwork.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "social cognition"
        },
        {
            "word": "praise"
        },
        {
            "word": "Statistical reasoning"
        },
        {
            "word": "selective trust"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/3sb9g402",
    "frozenauthors": [
        {
            "first_name": "Mika",
            "middle_name": "",
            "last_name": "Asaba",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Emily",
            "middle_name": "",
            "last_name": "Hembacher",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Shi",
            "middle_name": "",
            "last_name": "Qiu",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Brett",
            "middle_name": "",
            "last_name": "Anderson",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Michael",
            "middle_name": "",
            "last_name": "Frank",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Hyowon",
            "middle_name": "",
            "last_name": "Gweon",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27727/galley/17367/download/"
        }
    ]
}