When and how peers give reasons
Justifications in the talk of middle school children
Bibliographic Data
| ID | 20366351 |
|---|---|
| Authors | Peggy Joy Goetz (University of Michigan), Marilyn Shatz (University of Michigan) |
| Year | 1999 |
| Volume | 26 |
| Issue | 3 |
| Pages | 721-748 |
| Publication date | 1999-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000999003980 |
| PMID | 10603702 |
| OpenAlex | W2103466737 |
| Language | EN |
| Citations received | 13 |
| References cited | 5 |
The ability to justify one's beliefs or actions requires linguistic, social, and cognitive skills, including an understanding of the psychological states of others and the negotiation of a socially-sensitive discourse. The production of verbal justifications was examined both quantitatively and qualitatively in eight pairs of eight- to eleven-year-old children whose natural discourse was videotaped, transcribed and coded for justifications. Previous research has frequently studied justifications in conflicts; children in this study produced most of their justifications both in the context of elaborating on a previously asserted claim and in conflicts. The statement justified and the justifications themselves most frequently focused on facts, evaluations, actions, and habitual characteristics or occurrences. A majority of the justifications were produced to support a statement which had some negative valence to it. Although causal connectives have previously been often used as the means for determining justifications, the children in this study rarely used causal connectives and mental verbs in statements with justifications. A qualitative analysis of the discourse of the dyads revealed differences in conversational styles which produced very different types of justifications. Some dyads made frequent use of narratives and co-constructed justifications; other dyads generally produced very short, often isolated justifications
Attribution · Cognition · Cognitive psychology · Developmental psychology · Discourse analysis · Linguistics · Narrative · Negotiation · Child and Animal Learning Development · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Social Psychology
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| Unique citing works | 13 |
|---|---|
| Citations per year | 0,59 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |