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dc.creatorMercier, Hugo
dc.creatorSudo, Mioko
dc.creatorCastelain, Thomas
dc.creatorBernard, Stéphane
dc.creatorMatsui, Tomoko
dc.date.accessioned2018-06-08T14:26:07Z
dc.date.available2018-06-08T14:26:07Z
dc.date.issued2017-09
dc.identifier.citationhttps://www.tandfonline.com/doi/abs/10.1080/17405629.2017.1308250?journalCode=pedp20es_ES
dc.identifier.issn1740-5610
dc.identifier.issn1740-5629
dc.identifier.urihttp://hdl.handle.net/10669/74872
dc.description.abstractObservational and experimental data have revealed that preschoolers possess some argumentation skills, both in the production and the evaluation of arguments. However, these skills might have been fostered by the particular cultural context of Western middle- and upper-classes families, to which most children studied belong. Some data suggests that children in other cultures possess at least some of these skills, but no experimental data had been gathered in Eastern cultures. These cultures are supposed to frown on argumentation, and might thus be less conducive to the early development of argumentation skills. We test the emergence of argument evaluation skills in Japanese 5-year-olds by presenting them with a choice between endorsing a strong, perceptual argument, and a weak, circular argument. A first experiment revealed a trend in the direction of the strong argument. A second experiment that addresses some methodological concerns of the first demonstrates a significant tendency to follow the strong argument. These results are similar to those previously gathered in two other cultures (Swiss and Maya), and suggest that some basic argumentation skills are early developing across cultures.es_ES
dc.description.sponsorshipSwiss National Science Fund/[PZ00P1_142388/1]/SNF/Suizaes_ES
dc.language.isoen_USes_ES
dc.sourceEuropean Journal of Developmental Psychology, Vol 14es_ES
dc.subjectArgumentationes_ES
dc.subjectPreschoolerses_ES
dc.subjectArgument evaluationes_ES
dc.subjectCircular argumentes_ES
dc.subjectJapanes_ES
dc.subject168.956 Argumentoes_ES
dc.titleJapanese preschoolers’ evaluation of circular and non-circular argumentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.typeArtículo científicoes_ES
dc.date.updated2018-05-16T19:27:16Z
dc.identifier.doi10.1080/17405629.2017.1308250
dc.description.procedenceUCR::Docencia::Ciencias Sociales::Facultad de Ciencias Sociales::Escuela de Psicologíaes_ES


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