Abstract: Children’s testimonial learning involves a sophisticated conception of human agency. Developmental research on children’s testimonial learning opened a window onto a form of reasoning aimed at identifying the intentions of epistemic and moral agents. Children’s testimonial reasoning takes both a critical interest in the reliability of sources, as well as a cooperative view of another person and her acts of communication. In this talk, I will focus on the role that social groups play in children’s epistemic judgements and discuss ongoing work in our lab that examines the epistemic and interpersonal trust children place in familiar others as marked by race, friendship and school contexts.