CONFIANÇA SELETIVA EM CRIANÇAS PRÉ-ESCOLARES: UMA REVISÃO SISTEMÁTICA

Souza, Débora de Hollanda; Messias, Ana Carolina

doi:10.4025/psicolestud.v25i0.44631

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ARTIGO • Psicol. Estud. 25 • 2020 • https://doi.org/10.4025/psicolestud.v25i0.44631 copiar

CONFIANÇA SELETIVA EM CRIANÇAS PRÉ-ESCOLARES: UMA REVISÃO SISTEMÁTICA¹ 1 Apoio e financiamento: Esta pesquisa e a preparação para o manuscrito foram financiados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - (CAPES) - código de financiamento 001. Este trabalho é parte do programa de pesquisa do Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), coordenado pela Profa. Dra. Deisy das Graças de Souza e apoiado pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq (Processos # 573972/2008-7 e 465686/2014-1) e Fundação de Amparo à Pesquisa do Estado de São Paulo FAPESP (Processos # 2008/57705-8 e 2014/50909-8).

LA CONFIANÇA SELECTIVA: UNA REVISIÓN SISTEMÁTICA

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO.

Embora o campo de estudos sobre confiança seletiva tenha ganhado destaque nos últimos anos, essa linha de pesquisa não é ainda suficientemente divulgada no Brasil. A presente revisão sistemática teve como objetivo avaliar a produção científica sobre confiança seletiva em crianças pré-escolares, bem como sobre possíveis variáveis que influenciam os julgamentos de confiança. A busca foi realizada nas bases de dados PSYCINFO, Scielo Brasil, PEPSIC e LILACS, utilizando-se as palavras-chave selective trust, epistemic trust e seus correspondentes em português ‘confiança seletiva’ e ‘confiança epistêmica’. De um total de 103 trabalhos, foram analisados 45 artigos empíricos, publicados entre 2008 e 2018, seguindo o protocolo PRISMA. Contrariando uma crença predominante em muitas culturas de que as crianças acreditam em tudo o que ouvem, elas não são consumidoras ingênuas de informação. Discutem-se os efeitos de variáveis individuais e contextuais sobre os julgamentos de confiança seletiva que apontam para direções futuras promissoras de pesquisa.

Palavras-chave:
Confiança seletiva; crianças pré-escolares; cognição social

Revista (Qualis)	Nº Artigos	Referências
British J. of Devt. Psychology (A1;FI: 1,54)	2	Brosseau-Liard, Penney, & Poulin-Dubois, 2015Brosseau-Liard, P. E., Penney, D., & Poulin-Dubois, D. (2015). Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning. British Journal of Developmental Psychology, 33(4), 464-475. doi: 10.1111/bjdp.12107 https://doi.org/10.1111/bjdp.12107... ; Vanderbilt, Ochoa, & Heilbrun, 2018Vanderbilt, K. E., Ochoa, K. D., & Heilbrun, J. (2018). Consider the source: children link the accuracy of text-based sources to the accuracy of the author. British Journal of Developmental Psychology. doi: 10.1111/bjdp.12247 https://doi.org/10.1111/bjdp.12247...
Child Development (FI:5,02)	4	Lane, Wellman, & Gelman, 2013Lane, J. D., Wellman, H. M., & Gelman, S. A. (2013). Informants' traits weigh heavily in young children's trust in testimony and in their epistemic inferences. Child Development, 84(4), 1253-1268. doi: 10.1111/cdev.12029 https://doi.org/10.1111/cdev.12029... ; Lane & Harris, 2015Li, Q.-G., Heyman, G. D., Xu, F., & Lee, K. (2014). Young children’s use of honesty as a basis for selective trust. Journal of Experimental Child Psychology, 117, 59-72. doi: 10.1016/j.jecp.2013.09.002 https://doi.org/10.1016/j.jecp.2013.09.0... ; Ronfard & Lane, 2018Ronfard, S., & Lane, J. D. (2018). Preschoolers continually adjust their epistemic trust based on an informant's ongoing accuracy. Child Development, 89(2), 414-429. doi: 10.1111/cdev.12720 https://doi.org/10.1111/cdev.12720... ; Isella, Kanngiesser, &Tomasello, 2018Isella, M., Kanngiesser, P., & Tomasello, M. (2018). Children's selective trust in promises. Child Development. doi: 10.1111/cdev.13105 https://doi.org/10.1111/cdev.13105...
Cognition (A1; FI: 3,54)	4	Mascaro & Sperber, 2009Mascaro, O., & Sperber, D. (2009). The moral, epistemic, and mindreading components of children’s vigilance towards deception. Cognition, 112(3), 367-380. doi: 10.1016/j.cognition.2009.05.012 https://doi.org/10.1016/j.cognition.2009... ; Gweon, Pelton, Konopka, & Schulz, 2014Gweon, H., Pelton, H., Konopka, J. A., & Schulz, L. E. (2014). Sins of omission: children selectively explore when teachers are under-informative. Cognition, 132(3), 335-341. doi: 10.1016/j.cognition.2014.04.013 https://doi.org/10.1016/j.cognition.2014... ; Landrum & Mills, 2015Landrum, A. R., & Mills, C. M. (2015). Developing expectations regarding the boundaries of expertise. Cognition, 134, 215-231. doi: 10.1016/j.cognition.2014.10.013 https://doi.org/10.1016/j.cognition.2014... ; Stephens & Koenig, 2015Stephens, E. C., & Koenig, M. A. (2015). Varieties of testimony: children’s selective learning in semantic versus episodic domains. Cognition, 137, 182-188. doi: 10.1016/j.cognition.2015.01.004 https://doi.org/10.1016/j.cognition.2015...
Journal of Cognition and Development (IF: 1,84)	3	DiYanni, Nini, Rheel, & Livelli, 2012Doebel, S., & Koenig, M. A. (2013). Children's use of moral behavior in selective trust: discrimination versus learning. Developmental Psychology, 49(3), 462-469. doi: 10.1037/a0031595 https://doi.org/10.1037/a0031595... ; Danovitch &Alzahabi, 2013Danovitch, J. H., &Alzahabi, R. (2013). Children show selective trust in technological informants. Journalof Cognition and Development, 14(3), 499-513. doi: 10.1080/15248372.2012.689391 https://doi.org/10.1080/15248372.2012.68... ; Kim & Harris, 2014Kim, S., & Harris, P. L. (2014). Belief in magic predicts children's selective trust in informants. Journal of Cognition and Development, 15(2), 181-196. doi: 10.1080/15248372.2012.751917 https://doi.org/10.1080/15248372.2012.75...
Cognition and Emotion (IF: 2,37)	1	Gillis & Nilsen, 2017Gillis, R. L., & Nilsen, E. S. (2017). Consistency between verbal and non-verbal affective cues: A clue to speaker credibility. Cognition and Emotion, 31(4), 645-656. doi: 10.1080/02699931.2016.1147422 https://doi.org/10.1080/02699931.2016.11...
Cognitive Development (IF: 2,06)	2	MacDonald, Schug, Chase, & Barth, 2013MacDonald, K., Schug, M., Chase, E., & Barth, H. (2013). My people, right or wrong? Minimal group membership disrupts preschoolers’ selective trust. Cognitive Development, 28(3), 247-259. doi: 10.1016/j.cogdev.2012.11.001 https://doi.org/10.1016/j.cogdev.2012.11... ; Palmquist & Jaswal, 2015Palmquist, C. M., & Jaswal, V. K. (2015). Preschoolers’ inferences about pointers and labelers: the modality matters. Cognitive Development, 35, 178-185. doi: 10.1016/j.cogdev.2015.06.003 https://doi.org/10.1016/j.cogdev.2015.06...
Cognitive Science (IF: 2,25)	1	Kim, Paulus, & Kalishc, 2017Kim, S., Paulus, M., & Kalish, C. (2017). Young children's reliance on information from inaccurate informants. Cognitive Science, 41(Suppl 3), 601-621. doi: 10.1111/cogs.12471 https://doi.org/10.1111/cogs.12471...
Developmental Psychology (IF: 3,34)	10	Fitneva & Dunfield, 2010Fitneva, S. A., & Dunfield, K. A. (2010). Selective information seeking after a single encounter. Developmental Psychology, 46(5), 1380-1384. doi: 10.1037/a0019818 https://doi.org/10.1037/a0019818... ; Chan & Tardif, 2013Chan, C. C. Y., & Tardif, T. (2013). Knowing better: the role of prior knowledge and culture in trust in testimony. Developmental Psychology, 49(3), 591-601. doi: 10.1037/a0031336 https://doi.org/10.1037/a0031336... ; Doebel & Koenig, 2013Doebel, S., & Koenig, M. A. (2013). Children's use of moral behavior in selective trust: discrimination versus learning. Developmental Psychology, 49(3), 462-469. doi: 10.1037/a0031595 https://doi.org/10.1037/a0031595... ; Kushnir, Vredenburgh, & Schneider, 2013Kushnir, T., Vredenburgh, C., & Schneider, L. A. (2013). “Who can help me fix this toy?” The distinction between causal knowledge and word knowledge guides preschoolers' selective requests for information. Developmental Psychology, 49(3), 446-453. doi: 10.1037/a0031649 https://doi.org/10.1037/a0031649... ; Liu, Vanderbilt, & Heyman, 2013Liu, D., Vanderbilt, K. E., & Heyman, G. D. (2013). Selective trust: children's use of intention and outcome of past testimony. Developmental Psychology, 49(3), 439-445. doi: 10.1037/a0031615 https://doi.org/10.1037/a0031615... ; Lucas, Lewis, Pala, Wong, & Berridge, 2013Lucas, A. J., Lewis, C., Pala, F. C., Wong, K., & Berridge, D. (2013). Social-cognitive processes in preschoolers' selective trust: Three cultures compared. Developmental Psychology, 49(3), 579-590. doi: 10.1037/a0029864 https://doi.org/10.1037/a0029864... ; Scofield, Gilpin, Pierucci, & Morgan, 2013Scofield, J., Gilpin, A. T., Pierucci, J., & Morgan, R. (2013). Matters of accuracy and conventionality: prior accuracy guides children's evaluations of others' actions. Developmental Psychology, 49(3), 432-438. doi: 10.1037/a0029888 https://doi.org/10.1037/a0029888... ; Hermes, Behne, & Rakoczy, 2015Rakoczy, H., Ehrling, C., Harris, P. L., & Schultze, T. (2015). Young children heed advice selectively. Journal of Experimental Child Psychology, 138, 71-87. doi: 10.1016/j.jecp.2015.04.007 https://doi.org/10.1016/j.jecp.2015.04.0... ; Hagá & Olson, 2017Hagá, S., & Olson, K. R. (2017). Knowing-it-all but still learning: perceptions of one’s own knowledge and belief revision. Developmental Psychology, 53(12), 2319-2332. doi: 10.1037/dev0000433 https://doi.org/10.1037/dev0000433... ; Kushnir & Koenig, 2017Kushnir, T., & Koenig, M. A. (2017). What I don’t know won’t hurt you: the relation between professed ignorance and later knowledge claims. Developmental Psychology, 53(5), 826-835. doi: 10.1037/dev0000294 https://doi.org/10.1037/dev0000294...
Developmental Science (IF: 4,10)	2	Kinzler, Corriveau, & Harris, 2011Kinzler, K. D., Corriveau, K. H., & Harris, P. L. (2011). Children’s selective trust in native-accented speakers. Developmental Science, 14(1), 106-111. doi: http://dx-doi-org.ez31.periodicos.capes.gov.br/10.1111/j.1467-7687.2010.00965.x https://doi.org/10.1111/j.1467-7687.2010... ; Hermes, Behne, Bich, Thielert, & Rakoczy, 2017Hermes, J., Behne, T., Bich, A. E., Thielert, C., & Rakoczy, H. (2017). Children's selective trust decisions: rational competence and limiting performance factors. Developmental Science, 21(2). doi: 10.1111/desc.12527 https://doi.org/10.1111/desc.12527...
Evolution and Human Behavior (IF: 2,96)	1	Turner, Giraldeau, & Flynn, 2017Turner, C., Giraldeau, L.-A., & Flynn, E. (2017). How does the reliability of a model affect children's choice to learn socially or individually? Evolution and Human Behavior, 38(3), 341-349. doi: 10.1016/j.evolhumbehav.2016.11.005 https://doi.org/10.1016/j.evolhumbehav.2...
Frontiers in Psychology (A1; IF: 2,13)	1	Mills & Landrum, 2016Mills, C. M., & Landrum, A. R. (2016). Learning who knows what: children adjust their inquiry to gather information from others. Frontiers in Psychology , 7.doi: 10.3389/fpsyg.2016.00951 https://doi.org/10.3389/fpsyg.2016.00951...
Infant and Child Development (IF: 1,22)	3	Brosseau-Liard, 2014Brosseau-Liard, P. E. (2014). Selective, but only if it is free: children trust inaccurate individuals more when alternative sources are costly. Infant and Child Development, 23(2), 194-209. doi: 10.1002/icd.1828 https://doi.org/10.1002/icd.1828... ; Einav, Rydland, Grover, Robinson, & Harris, 2018Harris, P. L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251-273. doi: 10.1146/annurev-psych-122216-011710 https://doi.org/10.1146/annurev-psych-12... ; Vanderbilt, Heyman, & Liu, 2018Vanderbilt, K. E., Ochoa, K. D., & Heilbrun, J. (2018). Consider the source: children link the accuracy of text-based sources to the accuracy of the author. British Journal of Developmental Psychology. doi: 10.1111/bjdp.12247 https://doi.org/10.1111/bjdp.12247...
Journal of Exp. Child Psychology (A1; IF: 2,98)	8	Fusaro, Corriveau, & Harris, 2011Fusaro, M., Corriveau, K. H., & Harris, P. L. (2011). The good, the strong, and the accurate: preschoolers’ evaluations of informant attributes. Journal of Experimental Child Psychology, 110(4), 561-574. doi: 10.1016/j.jecp.2011.06.008 https://doi.org/10.1016/j.jecp.2011.06.0... ; Li, Heyman, Xu, & Lee, 2014Li, Q.-G., Heyman, G. D., Xu, F., & Lee, K. (2014). Young children’s use of honesty as a basis for selective trust. Journal of Experimental Child Psychology, 117, 59-72. doi: 10.1016/j.jecp.2013.09.002 https://doi.org/10.1016/j.jecp.2013.09.0... ; Taylor, 2013Taylor, M. G. (2013). Gender influences on children’s selective trust of adult testimony. Journal of Experimental Child Psychology, 115(4), 672-690. doi: 10.1016/j.jecp.2013.04.003 https://doi.org/10.1016/j.jecp.2013.04.0... ; Rakoczy, Ehrling, Harris, & Schultze, 2015Rakoczy, H., Ehrling, C., Harris, P. L., & Schultze, T. (2015). Young children heed advice selectively. Journal of Experimental Child Psychology, 138, 71-87. doi: 10.1016/j.jecp.2015.04.007 https://doi.org/10.1016/j.jecp.2015.04.0... ; Bascandziev & Harris, 2016Bascandziev, I., & Harris, P. L. (2016). The beautiful and the accurate: are children’s selective trust decisions biased? Journal of Experimental Child Psychology, 152, 92-105. doi: 10.1016/j.jecp.2016.06.017 https://doi.org/10.1016/j.jecp.2016.06.0... ; Palmquist, Jaswal, & Rutherford, 2016Palmquist, C. M., Jaswal, V. K., & Rutherford, A. (2016). Success inhibits preschoolers’ ability to establish selective trust. Journal of Experimental Child Psychology, 152, 192-204. doi: 10.1016/j.jecp.2016.07.015 https://doi.org/10.1016/j.jecp.2016.07.0... ; Li &Yow, 2018Yow, W. Q., & Li, X. (2018). The influence of language behavior in social preferences and selective trust of monolingual and bilingual children. Journal of Experimental Child Psychology, 166, 635-651. doi: 10.1016/j.jecp.2017.09.019 https://doi.org/10.1016/j.jecp.2017.09.0... ; Yow & Li, 2018Li, X., & Yow, W. Q. (2018). Willingness to revise own testimony: 3- and 4-year-olds’ selective trust in unexpected testimony from accurate and inaccurate informants. Journal of Experimental Child Psychology, 173, 1-15. doi: 10.1016/j.jecp.2018.03.008 https://doi.org/10.1016/j.jecp.2018.03.0...
Psychological Science (IF: 4,90)	1	Einav & Robinson, 2011Einav, S., & Robinson, E. J. (2011). When being right is not enough: four-year-olds distinguish knowledgeable informants from merely accurate informants. Psychological Science, 22(10), 1250-1253. doi: 10.1177/0956797611416998 https://doi.org/10.1177/0956797611416998...
Quarterly J. Exp. Psychology (IF: 2,49)	1	Barth, Bhandari, Garcia, MacDonald, & Chase, 2014Barth, H., Bhandari, K., Garcia, J., MacDonald, K., & Chase, E. (2014). Preschoolers trust novel members of accurate speakers' groups and judge them favourably. The Quarterly Journal of Experimental Psychology, 67(5), 872-883. doi: 10.1080/17470218.2013.836234 https://doi.org/10.1080/17470218.2013.83...
Social Development (IF: 1,81)	1	Einav, 2018Einav, S. (2018). Thinking for themselves? The effect of informant independence on children's endorsement of testimony from a consensus. Social Development, 27(1), 73-86. doi: 10.1111/sode.12264 https://doi.org/10.1111/sode.12264...

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