Preschoolers use common ground in their justificatory reasoning with peers
Bibliographic Data
| ID | 9790001 |
|---|---|
| Authors | Bahar Koymen (0000-0001-5126-8240, University of Manchester, corresponding author), Maria Mammen (0000-0003-4722-280X, Max Planck Institute for Evolutionary Anthropology), M Tomasello (0000-0002-1649-088X, Max Planck Institute for Evolutionary Anthropology) |
| Year | 2016 |
| Volume | 52 |
| Issue | 3 |
| Pages | 423-429 |
| Publication date | 2016-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000089 |
| PMID | 26689754 |
| OpenAlex | W2346942054 |
| Language | EN |
| Citations received | 24 |
In the context of joint decision-making, we investigated whether preschoolers alter the informativeness of their justifications depending on the common ground that they share with their partner. Pairs of 3- and 5-year-olds (N = 146) were introduced to a novel animal with unique characteristics (e.g., eating rocks). In the common ground condition, the children learned about the animal together. In the one-expert condition, one learned about it, the other was naïve. In the two-experts condition, children learned about it separately. Later, the pairs had to decide together on 3 items that the novel animal might need. Both age groups referred to the unique characteristics of the animal in their justifications more in the 2 conditions without common ground than in the common ground condition. Thus, preschoolers begin to use common ground flexibly in their justifications and reason-giving in peer interactions
Cognitive psychology · Common ground · Context (archaeology · Developmental psychology · Animal and Plant Science Education · Child and Animal Learning Development · Cultural Differences and Values · Psychology · Social Psychology
The Argumentative Theory
Empathy and Common Ground
When the Truth Doesn’t Seem to Matter
With me it is exactly the same
Herding cats
Mindreading in conversation
The social meaning of common knowledge across development
From outcome to process
Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension
Preschool children’s use of meta-talk to make rational collaborative decisions
Five-year-old children value reasons in apologies for belief-based accidents
How children revise their beliefs in light of reasons
Young Children’s Ability to Produce Valid and Relevant Counter-Arguments
Argumentation in Early Childhood
Evidence that Two‐Year‐Old Children are Sensitive to Information Presented in Arguments
Young Children Use Direct and Indirect Evidence in Their Inferential Reasoning
Critical Thinking in Ethical and Neutral Settings in Gifted Children and Non-Gifted Children
Young children give transgressors the benefit of the doubt in the absence of intention information
Peer persuasion strategies during rule following in 4‐ to 6‐year‐olds
Young children evaluate and follow others’ arguments when forming and revising beliefs
The reasons young children give to peers when explaining their judgments of moral and conventional rules
Nimble negotiators
Nonverbal rhetoric
Children’s reasoning with peers and parents about moral dilemmas
| Citations per year | 2.4 |
|---|---|
| Citation span | 2016 - 2025 (10) |
| Highly cited | No |