Prior work suggests children understand how speech conveys information and influences others’ minds. Although these studies have focused on communication under ideal conditions, auditory noise plagues the real world, often corrupting the transmission of information. The current study examines how children reason about the impact of auditory noise on communication. Children (N=72, Age:3;0-5;11) watched scenarios where a teacher tells a learner about two toys, but loud auditory noise masks one of the explanations. When asked which toy the learner wants to hear about again, children were more likely to select the noise-masked toy when the learner knew about neither toy (No Knowledge) than when he already knew about the masked toy (Partial Knowledge). However, their preference for the masked toy also increased with age in both conditions. Overall, these results demonstrate children's developing understanding of when and how communication affects listeners' knowledge and information-seeking behaviors.

Young children's reasoning about the epistemic consequences of auditory noise

How do we know what others know? Prior work has focused on our early-emerging ability to infer the knowledge of single agents. Yet we often infer others’ knowledge by observing interactions between agents. In particular, the ability to reason about what communicators know can help children identify knowledgeable teachers. The present study investigates whether preschool-aged children infer what communicators know from how their communication influences listeners. Children observed two scenarios where a listener failed to activate a toy before succeeding. In the Effective-Communicator scenario, a speaker spoke nonsense language to a listener after they failed but before they succeeded. In the Ineffective- Communicator scenario, a speaker spoke to a listener before they initially failed. By around age 5, children preferred the one in the Effective- Communicator scenario when asked which speaker knows how the toy works. These results suggest young children can infer communicators’ knowledge solely from the presence of communication and its influence on others.

Preschool-aged children can use communicators' influence on others to infer what they know

FT8: Theory of Mind 1

poster

Join us for CogSci2022! Our 44th Annual Conference will be centered around the theme of diversity, with an accompanying range of keynotes and invited speakers who themselves highlight the diversity of our field. Our three symposia are Cognition across Diverse Populations, Cognition within Diverse Societies, and Global Challenges for Cognitive Science. The conference is being offered in a fully hybrid environment for onsite and online attendees.
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CogSci 2022

The 44th Annual Meeting of the Cognitive Science Society highlighted research on the theme Cognitive Diversity in addition to the full breadth and diversity of research topics offered by the society’s membership. 






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Poster Session 3 -  C : Cognitive Science

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**Dear Colleagues,**

Welcome to the 43rd Annual Conference of the Cognitive Science Society! 

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CogSci 2021

The Cognitive Science Society brings together researchers from around the world who hold a common goal: understanding the nature of the human mind. The mission of the Society is to promote Cognitive Science as a discipline, and to foster scientific interchange among researchers in various areas of study, including Artificial Intelligence, Linguistics, Anthropology, Psychology, Neuroscience, Philosophy, and Education. The Society is a non-profit professional organization and its activities include sponsoring an annual conference and publishing the journals Cognitive Science and TopiCS.

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Young children's reasoning about the epistemic consequences of auditory noise

Preschool-aged children can use communicators' influence on others to infer what they know

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