@article{ref1,
title="Preschoolers use common ground in their justificatory reasoning with peers",
journal="Developmental psychology",
year="2016",
author="Köymen, Bahar and Mammen, Maria and Tomasello, Michael",
volume="52",
number="3",
pages="423-429",
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.<br><br>(c) 2016 APA, all rights reserved).<p /> <p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/dev0000089",
url="http://dx.doi.org/10.1037/dev0000089"
}