Who knows what? Preschoolers appreciate the link between ownership and knowledge.
Bibliographic record
Abstract
= 194) appreciation of the link between knowledge and ownership. Namely, we asked whether preschoolers appreciate the ways in which owners are typically knowledgeable about artifacts. Experiment 1 revealed that 4- and 5-year-olds view owners as better sources of knowledge about artifacts than those who simply like artifacts. Experiment 2 built on these findings by showing that 5-year-olds appreciate that owners typically have deep knowledge about artifacts and that they can use this appreciation to guide inferences about who owns what. These experiments are some of the first to investigate how children's inferences about knowledge and ownership are intertwined. As such, they have implications for our understanding of early childhood cognition. First, they provide insights into how object-person relations influence judgments of expertise. Second, they extend current understandings of ownership by demonstrating that ownership influences preschoolers' reasoning in other domains (i.e., knowledge) and by showing that preschoolers' theories of ownership extend beyond normative considerations (i.e., ownership rights). Together, these findings lay the groundwork for a new area of work on how ownership influences children's reasoning about knowledge. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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How this classification was reachedexpand
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 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.003 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".