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Title: Measuring epistemic trust
Author: Fillingham, Kate
ISNI:       0000 0004 7964 8490
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Part 1 presents a meta-analysis of the effect of ostensive cueing on learning in children aged 2-months- to 5-years-old. Forty-five studies from thirty-four papers were included and an overall significant positive effect of ostensive cues was found. Examination of studies with multiple age groups indicated ostensive cues facilitate developmental reach in learning tasks, but there were barriers to representing this is in the meta-regression. Part 2 outlines two studies each assessing the viability of potential measures for epistemic trust; one a self-report questionnaire (Study 1) and one a performance-based measured examining response to ostensive cues in a computerised incidental learning task (Study 2). In the process, the studies also present data providing evidence for epistemic trust: Study 1 demonstrates correlations between the self-report questionnaire of epistemic trust and constructs that epistemic trust would be predicted to correlate with, as well as the score on the questionnaire mediating the relationship between attachment and Borderline Personality Disorder symptomatology. Study 2 demonstrates a significant positive effect of ostensive cues on incidental learning, independent of attention paid to the task. Part 3 provides a critical appraisal of the research process, covering the influence of prior experience and theoretical orientation, utilising research beyond its original purpose, considerations of structured clinical interviews versus self-report questionnaires in research, experience in a large research trial and the pragmatics of working with a MATLAB programme.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available