Do preschoolers trust a competent robot pointer?

How young children learn from different informants has been widely studied. However, most studies investigate how children learn verbally conveyed information. Furthermore, most studies investigate how children learn from humans. This study sought to investigate how 3-year-old children learn from, and come to trust, a competent robot versus an incompetent human when competency is established using a pointing paradigm. During an induction phase, a robot informant pointed at a toy inside a transparent box, whereas a human pointed at an empty box. During the test phase, both agents pointed at opaque boxes. We found that young children asked the robot for help to locate a hidden toy more than the human (ask questions) and correctly identified the robot to be accurate (judgment questions). However, children equally endorsed the locations pointed at by both the robot and the human (endorse questions). This suggests that 3-year-olds are sensitive to the epistemic characteristics of the informant even when its displayed social properties are minimal.(c) 2023 Elsevier Inc. All rights reserved.

Automated summary

This study investigated how 3-year-old children learn from a competent robot versus an incompetent human and establish trust. The results showed that children were more likely to ask the robot for help and correctly judge its accuracy, but equally endorsed the locations pointed at by the robot and the human. This suggests that 3-year-olds are sensitive to the epistemic characteristics of the informant even when its displayed social properties are minimal.