University of Manchester.
École Normale Supérieure.
Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15.
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.
在协作问题解决中，儿童会提出和评估针对建议的论点。我们研究了 3 岁和 5 岁儿童（N=192）是否能够提出和评估针对这些论点的论点（即反驳论点）。在研究 1 中，每个同伴二人组中的孩子都被私下给予一个理由，让他们更喜欢任务的一种解决方案而不是另一种解决方案。然而，一个孩子得到了进一步的信息，这些信息将反驳他们伙伴的推理。只有 5 岁的孩子，而不是 3 岁的孩子，能够识别和提出有效和相关的反驳论点。在研究 2 中，3 岁的孩子接受了话语训练（对比有效和无效反驳论点的话语），然后进行相同的解决问题的任务。训练后，3 岁的孩子也能够识别和提出有效和相关的反驳论点。因此，参与关于原因的对话有助于儿童进行反驳论证。
