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Developing artificial agents worthy of trust: “Would you buy a used car from this artificial agent?”
There is a growing literature on the concept of e-trust and on the feasibility and advisability of “trusting” artificial agents. In this paper we present an object-oriented model
for thinking about trust in both face-to-face and digitally mediated environments. We review important recent contributions
to this literature regarding e-trust in conjunction with presenting our model. We identify three important types of trust
interactions and examine trust from the perspective of a software developer. Too often, the primary focus of research in this area has been on the artificial agents and the humans they may encounter
after they are deployed. We contend that the humans who design, implement, and deploy the artificial agents are crucial to
any discussion of e-trust and to understanding the distinctions among the concepts of trust, e-trust and face-to-face trust. 相似文献
53.
Dennis Palmer Wolf 《Assessment Update》1992,4(1):5-14
This article is an excerpt of a research report by the same title. An earlier version of the report will appear as a chapter in R. Bennett and W. Ward (eds.), Construction Versus Choice in Cognitive Measurement, to be published by Lawrence Earlbaum Associates. 相似文献
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Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects. 相似文献