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Köymen B, O'Madagain C, Domberg A, et al. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2019;91(3):685-693doi: 10.1111/cdev.13338.
Köymen, B., O'Madagain, C., Domberg, A., & Tomasello, M. (2020). Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child development, 91(3), 685-693. https://doi.org/10.1111/cdev.13338
Köymen, Bahar, et al. "Young Children's Ability to Produce Valid and Relevant Counter-Arguments." Child development vol. 91,3 (2020): 685-693. doi: https://doi.org/10.1111/cdev.13338
Köymen B, O'Madagain C, Domberg A, Tomasello M. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15. PMID: 31729752.
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Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15.

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

Child development

Bahar Köymen, Cathal O'Madagain, Andreas Domberg, Michael Tomasello

Affiliations

  1. University of Manchester.
  2. École Normale Supérieure.
  3. Max Planck Institute for Human Development.
  4. Duke University.
  5. Max Planck Institute for Evolutionary Anthropology.

PMID: 31729752 DOI: 10.1111/cdev.13338

Abstract

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.

© 2019 Society for Research in Child Development.

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