Preschoolers Use Common Ground in Their Justificatory Reasoning with Peers

Autor/inn/en	Köymen, Bahar; Mammen, Maria; Tomasello, Michael
Titel	Preschoolers Use Common Ground in Their Justificatory Reasoning with Peers
Quelle	In: Developmental Psychology, 52 (2016) 3, S.423-429 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000089
Schlagwörter	Preschool Children; Thinking Skills; Learning Processes; Social Cognition; Abstract Reasoning; Peer Relationship; Cooperative Learning; Decision Making; Persuasive Discourse; Nursery Schools; Foreign Countries; Coding; Expertise; Educational Experiments; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Learning process; Lernprozess; Soziale Kognition; Abstraktes Denken; Denken; Peer-Beziehungen; Kooperatives Lernen; Decision-making; Entscheidungsfindung; Persuasion; Persuasive Kommunikation; Nursery school; Kindertagesstätte; Kindergarten; Ausland; Codierung; Programmierung; Expert appraisal; Schulversuch; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01