<mods:mods xmlns:mods="http://www.loc.gov/mods/v3" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><mods:titleInfo><mods:title>Children's Selective Learning Based on Informants’ Informativeness</mods:title></mods:titleInfo><mods:typeOfResource authority="primo">dissertations</mods:typeOfResource><mods:name type="personal"><mods:namePart>Yin, Heyang</mods:namePart><mods:role><mods:roleTerm type="text">creator</mods:roleTerm></mods:role></mods:name><mods:name type="personal"><mods:namePart>Sobel, David</mods:namePart><mods:role><mods:roleTerm type="text">Advisor</mods:roleTerm></mods:role></mods:name><mods:name type="personal"><mods:namePart>Feiman, Roman</mods:namePart><mods:role><mods:roleTerm type="text">Reader</mods:roleTerm></mods:role></mods:name><mods:name type="personal"><mods:namePart>Buchsbaum, Daphna</mods:namePart><mods:role><mods:roleTerm type="text">Reader</mods:roleTerm></mods:role></mods:name><mods:name type="corporate"><mods:namePart>Brown University. Department of Cognitive, Linguistic, and Psychological Sciences</mods:namePart><mods:role><mods:roleTerm type="text">sponsor</mods:roleTerm></mods:role></mods:name><mods:originInfo><mods:copyrightDate>2023</mods:copyrightDate></mods:originInfo><mods:physicalDescription><mods:extent>iv, 45 p.</mods:extent><mods:digitalOrigin>born digital</mods:digitalOrigin></mods:physicalDescription><mods:note type="thesis">Thesis (Sc. M.)--Brown University, 2023</mods:note><mods:genre authority="aat">theses</mods:genre><mods:abstract>The selective learning literature has shown that children are able to track informants’ epistemic status, such as their history of accuracy, and use this information to decide whether to learn from them. Such selective learning mechanisms allow children with limited information access to the world to learn from more knowledgeable information sources. An optimal knowledge source, however, should not only ensure the accuracy of information, but also provide sufficient information and avoid underinformativeness of speech. Sins of omission are a form of underinformative communication; such utterances provide logically true information but might induce false beliefs in listeners. The current paper will summarize the literature on children’s selective learning and the developmental trajectory of children's understanding of informativeness. Then, I present ongoing research that investigates whether and how children utilize the sin of omission as a cue in selective learning.</mods:abstract><mods:subject authority="fast" authorityURI="http://id.worldcat.org/fast" valueURI="http://id.worldcat.org/fast/01122621"><mods:topic>Social learning</mods:topic></mods:subject><mods:subject authority="fast" authorityURI="http://id.worldcat.org/fast" valueURI="http://id.worldcat.org/fast/00891816"><mods:topic>Developmental psychology</mods:topic></mods:subject><mods:language><mods:languageTerm authority="iso639-2b">English</mods:languageTerm></mods:language><mods:recordInfo><mods:recordContentSource authority="marcorg">RPB</mods:recordContentSource><mods:recordCreationDate encoding="iso8601">20230602</mods:recordCreationDate></mods:recordInfo></mods:mods>