What? That's Not a Chair!: How Robot Informational Errors Affect Children's Trust Towards Robots
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Robots that interact with children are becoming more common in places such as child care and hospital environments. While such robots may mistakenly provide nonsensical information, or have mechanical malfunctions, we know little of how these robot errors are perceived by children, and how they impact trust. This is particularly important when robots provide children with information or instructions, such as in education or health care. Drawing inspiration from established psychology literature investigating how children trust entities who teach or provide them with information (informants), we designed and conducted an experiment to examine how robot errors affect how young children (3-5 years old) trust robots. Our results suggest that children utilize their understanding of people to develop their perceptions of robots, and use this to determine how to interact with robots. Specifically, we found that children developed their trust model of a robot based on the robot's previous errors, similar to how they would for a person. We however failed to replicate other prior findings with robots. Our results provide insight into how children as young as 3 years old might perceive robot errors and develop trust.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.030 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it