“Is it worth my time and effort?”: How children selectively gather information from experts when faced with different kinds of costs

• Published in: Journal of experimental child psychology 2019-03, Vol.179, p.308-323
• Main Authors: Rowles, Sydney P., Mills, Candice M.
• Format: Article
• Language: English
• Subjects: Cognitive development; Cost; Expertise; Information seeking; Learning; Selective trust
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2018.11.016

•Four- to 5-year-olds assigned questions to a doctor or mechanic puppet.•One puppet could be accessed immediately, but the other only after paying a cost.•The cost was a 30 s delay or a sorting task.•Overall, children were deterred by costs, but there was significant variability.•Children with higher executive function skills were more willing to spend a cost. Gathering good-quality information is important for effective learning, but children may often need to expend time or energy (i.e., costs) in order to do so. In this study, we examined how 4- and 5-year-olds (N = 91) gather information from others when one source of information comes at a cost. Children were given three types of question cards (doctor-related, mechanic-related, and neutral questions) and could assign each question to either a doctor or car mechanic puppet. One puppet (either the doctor or the car mechanic, counterbalanced) could be accessed immediately, but the other puppet required either waiting 30 s or completing a tedious sorting task first. Children’s verbal intelligence and executive function skills were also assessed. Results showed that cost influenced how children sought information from each of the expert puppets; children selected the costly expert for domain-relevant questions at chance levels and otherwise strongly preferred to question the non-costly puppet. In addition, executive function skills (but not verbal intelligence) related to how frequently children were willing to direct questions to the costly puppet. Overall, these results indicate that children are influenced by costs when gathering information from others and that their ability to expend a cost to gather good-quality information may relate to their inhibition skills. Implications for encouraging effective learning are discussed.