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The Uses Of Argument

Theory of mind, metacognition, and reasoning: A life-span perspective

We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for their initial belief and the quality of socially provided reasons for an alternative view when deciding whether to change their minds. Study 3 (N = 80, the United States, 42 girls, preregistered) shows that 4- and 5-year-old children also consider meta-reasons (reasons about reasons) in their belief revision. These results suggest that by age 4, children possess key critical thinking capacities for participating in public discourse.

How children revise their beliefs in light of reasons.

Funding information GermanScienceFoundation Abstract What do young children understand about arguments? Do they evaluate arguments critically when deciding whom to learn from? To address this question, we investigated children at age 4–5, when robust selective social learning is in place. In Studies 1a/b, children made an initial perceptual judgment regarding the location of an object under varying perceptual circumstances; then received advice by another informant who had better/worse perceptual access than them; and then made their final judgment. The advice by the other informant was sometimes accompanied by utterances of the form “I am certain . . . because I’ve seen it”. These utterances thus constituted good arguments in some conditions (informant could see clearly), but not in others (informant had poor perceptual access). Results showed that children evaluated argument quality in context-sensitive ways and used them differentially for belief-revision. They engaged in more belief-revision when the informant gave this argument onlywhen her perceptual condition, and thus her argument, was good. In Study 2, children were asked to find out about different properties (color/texture) of an object, and received conflicting testimony from two informantswho supported their claims by utterances of the form “because I’ve seen it” (good argument regarding color/poor regarding texture) or “because I’ve felt it” (vice versa). Again, children

https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12533

Young children evaluate and follow others’ arguments when forming and revising beliefs

Learning with certainty in childhood

Recent research has shown that from early in development, children selectively form new beliefs in response to information supplied by others. However, little is known about the development of sele...

/pdf/selective-social-belief-revision-in-young-children-1ah8gl4q90.pdf

Nadja Miosga

Papers

Selective Social Belief Revision in Young Children

Young children evaluate and follow others’ arguments when forming and revising beliefs