12- and 24-Month-Old Infants' Search Behavior Under Informational Uncertainty

How can we implement targeted policies of rumor governance? An empirical study based on survey experiment of COVID-19

Since early 2020, COVID-19 has been a major public security crisis that has had an enormous impact on the world. With the spread of the epidemic, rumors occur, some of which have even caused public panic. They have greatly affected the government’s efforts of epidemic prevention and thus urgently need to be evaluated. This study aimed to examine how to make flexible use of different policy tools to govern rumors based on their different characteristics. From the perspective of behavioral public policy, this study observes the effectiveness of various behavioral policy tools in rumor governance, hoping to explore the optimal solution of rumor governance from the perspective of micro public psychology. The survey experiment shows that individual behavior-related rumors (hereafter referred to as IBRs) are easier to be governed than epidemic progress-related rumors (hereafter referred to as EPRs) are, and that quick response is more effective than non-quick response. Through interaction analysis, it is known that in the governance of IBRs, nudge is more effective in rapid response, while in the context of non-quick response, boost outperforms nudge in rumor governance. A similar phenomenon can be seen in the scenario of EPR governance, despite a tinier difference in effectiveness compared with that of IBRs. The study enlightens us that rumor refutation requires not only people’s disbelief in and restraint on rumors, but also the implementation of science-based targeted policies. Based on the conclusion, this study puts forward suggestions on implementing targeted policies of rumor governance.

"I know what's inside because you showed me": Training 33-month-old children to attribute knowledge and ignorance to themselves and others

The present study investigated the role of language in two-year-old children's early understanding of knowledge and ignorance. An intense microgenetic training consisting of 12 to 14 training sessions within six to seven weeks was conducted between 33 and 36 months. One training group experienced and participated in discourse about epistemic states in theoretically relevant situations which highlighted, for instance, the relation between seeing and knowing or contrasts between different people's knowledge states. The other training group was trained on complement syntax using sentence repetition tasks. An age-matched control group received no training. The complement syntax training was not effective in improving complement syntax competence more than in the other two groups. In contrast, the mental state training led to higher improvements in the mental state training group than in the other two groups on tasks assessing comprehension of the targeted concepts (e.g., comprehension of the seeing-knowing relation). The mental state training also had an effect on children's metacognitive awareness of their own ignorance which was, however, not independent of complement syntax competence assessed at 33 months. No effect was obtained on epistemic perspective-taking skills. Our findings indicate that the use of mental state language in discourse promotes children's acquisition of epistemic concepts even before their third birthday.

Knowledge in Sight: Toddlers Plan Efficient Epistemic Actions by Anticipating Learning Gains

Anticipating the learning consequences of actions is crucial to plan efficient information seeking. Such a capacity is needed for learners to determine which actions are most likely to result in learning. Here, we tested the early ontogeny of the human capacity to anticipate the amount of learning gained from seeing. In study 1, we tested infants' capacity to anticipate the availability of sight. Fourteen-month-old infants (N = 72) were invited to search for a toy hidden inside a container. The participants were faster to attempt at opening a shutter when this action allowed them to see inside the container. Moreover, this effect was specifically observed when seeing inside the container was potentially useful to the participants' goals. Thus, infants anticipated the availability of sight, and they calibrated their information-seeking behaviors accordingly. In studies 2 and 3, we tested toddlers' capacity to anticipate whether data would be cognitively useful for their goals. Two-and-a-half-year-olds (N = 72) had to locate a target character hidden among distractors. The participants flipped the characters more often, and were comparatively faster to initiate this action when it yielded access to visual data allowing them to locate the target. Thus, toddlers planned their information-seeking behaviors by anticipating the cognitive utility of sight. In contrast, toddlers did not calibrate their behaviors to the cognitive usefulness of auditory data. These results suggest that cognitive models of learning guide toddlers' search for information. The early developmental onset of the capacity to anticipate future learning gains is crucial for active learning.