% pubman genre = article
@article{item_3179265,
title = {{Young children{\textquoteright}s ability to produce valid and relevant counter-arguments}},
author = {K{\"o}ymen, Bahar and O{\textquoteright}Madagain, Cathal and Domberg, Andreas and Tomasello, Michael},
language = {eng},
doi = {10.1111/cdev.13338},
publisher = {Wiley},
year = {2020},
date = {2020},
abstract = {{In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N {\textequals} 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{\textquoteright}s counter-argumentation.}},
journal = {{Child Development}},
volume = {91},
number = {3},
pages = {685--693},
}