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Why do Infants Look at and Use Positive Information from Some Informants Rather Than Others in Ambiguous Situations?
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
2012 (English)In: Infancy, ISSN 1525-0008, E-ISSN 1532-7078, Vol. 17, no 6, 642-671 p.Article in journal (Refereed) Published
Abstract [en]

Three laboratory experiments on social referencing examined whether infants tendencies to look at and use positive information from the experimenter could be interpreted from a perspective of novelty or expertise. In Study 1, novelty was manipulated. Forty-eight 12-month-old infants participated. In a between-subject design, a more novel or a less novel experimenter presented an ambiguous object and provided positive information. The infants looked more at and regulated their behavior more in accordance with information coming from the less novel experimenter. In Study 2, expertise was manipulated. Forty-eight 12-month-old infants were exposed to one experimenter who showed expertise about the laboratory situation and one experimenter who did not show such competence. The infants looked more at and regulated their behavior more in accordance with information coming from the expert. In Study 3, 40 12-month-old infants participated. The infants were exposed to a toy-expert who was either novel or familiar. The infants, in both groups, looked as much at the toy-experts and used the information regardless of whether the novel or familiar toy-expert had provided information. The findings suggest that novelty does not increase looking in ambiguous situations. Instead, the results support the expertise perspective of infant looking preferences.

Place, publisher, year, edition, pages
2012. Vol. 17, no 6, 642-671 p.
Keyword [en]
trust; behavior; looking
National Category
Psychology
Identifiers
URN: urn:nbn:se:uu:diva-184491DOI: 10.1111/j.1532-7078.2011.00108.xISI: 000309451100003OAI: oai:DiVA.org:uu-184491DiVA: diva2:565680
Available from: 2012-11-08 Created: 2012-11-07 Last updated: 2017-12-07Bibliographically approved

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Stenberg, Gunilla

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