Children live in a world where disagreement is commonplace. Although disagreement can sometimes be explained by differences in people’s reliability, disagreement may also indicate that the referent elicits multiple perspectives. The present studies (total N = 129, 5- to 12-year-old ethnically diverse U.S. children, 42% girls) examined children’s ability to resolve disagreement among two individuals by identifying referents that integrated the perspectives, and considered the extent to which any age-related change could be explained by epistemological understanding (i.e., acknowledging that two perspectives can be right). Children’s age was positively correlated with their ability to integrate perspectives, and children performed at above-chance levels by approximately 10 years of age. Age differences in integrating perspectives were partially accounted for by epistemological understanding.

中文翻译：

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儿童通过整合视角解决分歧的发展能力

孩子们生活在一个分歧司空见惯的世界里。虽然分歧有时可以用人们的可靠性差异来解释，分歧也可能表明所指对象引出了多种观点。本研究（共N = 129 名 5 至 12 岁的美国多种族儿童，42% 的女孩）通过确定整合观点的参照物来检查儿童解决两个人之间分歧的能力，并考虑任何与年龄相关的变化可能在多大程度上受到影响通过认识论的理解来解释（即承认两种观点可能是正确的）。儿童的年龄与他们整合观点的能力呈正相关，儿童在大约 10 岁时的表现高于机会水平。认识论理解部分解释了整合观点的年龄差异。