Young Children’s Ability to Produce Valid and Relevant Counter-Arguments

• Köymen, Bahar ^[1] ; O’Madagain, Cathal ^[2] ; Domberg, Andreas ^[3] ; Tomasello, Michael ^[4]
  1. [1] University of Manchester

     University of Manchester

     Reino Unido

     
  2. [2] École Normale Supérieure

     École Normale Supérieure

     Francia

     
  3. [3] Max Planck Institute for Human Development

     Max Planck Institute for Human Development

     Berlin, Stadt, Alemania

     
  4. [4] Duke University

     Duke University

     Township of Durham, Estados Unidos

     

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 3, 2020, págs. 685-693
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children?s counter-argumentation.