Abstract
Across two studies, children ages 6-9 (N = 160, 82 boys, 78 girls; 75% White, 91% non-Hispanic) rated an inaccurate expert's knowledge and provided explanations for the expert's inaccurate statements. In Study 1, children's knowledge ratings decreased as he provided more inaccurate information. Ratings were predicted by age (i.e., older children gave lower ratings than younger children) and how children explained the error. Children's ratings followed similar patterns in Study 2. However, children delegated new questions to the inaccurate expert, even after rating him as having little to no knowledge. These results suggest that 6- to 9-year-olds weigh accuracy over expertise when making epistemic judgments, but, when they need assistance, they will still seek out information from a previously inaccurate expert.
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