@conference {1298,
	title = {Preschoolers expect others to learn rationally from evidence},
	booktitle = {Annual Conference of the Cognitive Science Society},
	year = {2014},
	abstract = {<p>Even infants expect agents to act rationally in pursuit of their\&nbsp; goals. However, little research has looked at whether young\&nbsp; children expect other agents to learn rationally. In the\&nbsp; current study, we investigated 4.5- to 6-year-olds{\textquoteright} reasoning\&nbsp; about another agent{\textquoteright}s beliefs after the agent observed a\&nbsp; sample drawn randomly or selectively from a population.\&nbsp; We found that those children who could correctly track both\&nbsp; the true state of the world and the other agent{\textquoteright}s initial beliefs\&nbsp; expected the other agent to learn rationally from the data.\&nbsp; Critically, this inference depended upon but could not be\&nbsp; reduced to either the child{\textquoteright}s own understanding of the world,\&nbsp; or the child{\textquoteright}s own inferences from the sampling process,\&nbsp; suggesting that the ability to integrate these component\&nbsp; processes underlies a developing understanding of the way\&nbsp; in which evidence informs others{\textquoteright} beliefs.</p>
},
	keywords = {learning, rational action, theory of mind},
	author = {Phyllis Yan and Rachel Magid and Laura Schulz}
}
