Preschoolers use common ground in their justificatory reasoning with peers.

Journal Article (Journal Article)

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.

Full Text

Duke Authors

Cited Authors

  • Köymen, B; Mammen, M; Tomasello, M

Published Date

  • March 2016

Published In

Volume / Issue

  • 52 / 3

Start / End Page

  • 423 - 429

PubMed ID

  • 26689754

Electronic International Standard Serial Number (EISSN)

  • 1939-0599

International Standard Serial Number (ISSN)

  • 0012-1649

Digital Object Identifier (DOI)

  • 10.1037/dev0000089

Language

  • eng