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Children’s Developing Ability to Resolve Disagreements by Integrating Perspectives
Child Development ( IF 4.891 ) Pub Date : 2021-06-09 , DOI: 10.1111/cdev.13603
Jamie Amemiya, Caren M. Walker, Gail D. Heyman

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:

儿童整合视角化解分歧的能力培养

孩子们生活在一个分歧是司空见惯的世界。尽管有时可以用人们可靠性的差异来解释分歧,但分歧也可能表明所指对象引发了多种观点。目前的研究(共N = 129 名 5 至 12 岁种族多元化的美国儿童,42% 为女孩)通过识别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发生的程度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 岁时表现出高于机会的水平。认识论理解部分地解释了整合观点的年龄差异。
更新日期:2021-06-10
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