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
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Final published version
Licence: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Preschool children’s use of meta-talk to make rational collaborative decisions
AU - Hartwell, Kirstie
AU - Brandt, Silke
AU - Boundy, Laura
AU - Barton, Grace
AU - Köymen, Bahar
N1 - 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.
PY - 2022/7/31
Y1 - 2022/7/31
N2 - 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.
AB - 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.
U2 - 10.1111/cdev.13750
DO - 10.1111/cdev.13750
M3 - Journal article
VL - 93
SP - 1061
EP - 1071
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 4
ER -