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  • Hartwell_et_al_ChiDev_2022

    Rights statement: This is the peer reviewed version of the following article: Hartwell, K., Brandt, S., Boundy, L., Barton, G., & Köymen, B. (2022). Preschool children’s use of meta-talk to make rational collaborative decisions. Child Development, 93, 1061– 1071. doi: 10.1111/cdev.13750 which has been published in final form at https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13750 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

    Accepted author manuscript, 653 KB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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  • https://doi.org/10.1111/cdev.13750

    Final published version

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Preschool children’s use of meta-talk to make rational collaborative decisions

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published
  • Kirstie Hartwell
  • Silke Brandt
  • Laura Boundy
  • Grace Barton
  • Bahar Köymen
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<mark>Journal publication date</mark>31/07/2022
<mark>Journal</mark>Child Development
Issue number4
Volume93
Number of pages11
Pages (from-to)1061-1071
Publication StatusPublished
Early online date23/03/22
<mark>Original language</mark>English

Abstract

In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed SES) use of meta-talk (Data collection: 2018-2020). In Study 1, 5 and 7-year-old peer dyads (N=128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N=64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions.

Bibliographic note

This is the peer reviewed version of the following article: Hartwell, K., Brandt, S., Boundy, L., Barton, G., & Köymen, B. (2022). Preschool children’s use of meta-talk to make rational collaborative decisions. Child Development, 93, 1061– 1071. doi: 10.1111/cdev.13750 which has been published in final form at https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13750 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.