Interpersonal trust in children's testimonial learning

Melissa A. Koenig, Pearl Han Li, Benjamin McMyler

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial learning is the result of a jointly collaborative epistemic activity, an activity that aims at the epistemic goal of true belief, but that does so by means of an irreducibly social process.

Original languageEnglish (US)
Pages (from-to)955-974
Number of pages20
JournalMind and Language
Issue number5
StatePublished - Jul 23 2021

Bibliographical note

Funding Information:
Foundation for the National Institutes of Health, Grant/Award Number: NIH HD076898‐01; John Templeton Foundation, Grant/Award Number: 60502 Funding information

Publisher Copyright:
© 2021 John Wiley & Sons Ltd


  • epistemic trust
  • interpersonal trust
  • shared intentionality
  • social learning
  • testimony


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