Japanese preschoolers’ evaluation of circular and non-circular arguments

References

• Aikhenvald, A. Y. (2004). Evidentiality. Oxford: Oxford University Press.
   Google Scholar
• Baum, L. A., Danovitch, J. H., & Keil, F. C. (2008). Children’s sensitivity to circular explanations. Journal of Experimental Child Psychology, 100, 146–155.10.1016/j.jecp.2007.10.007
   PubMed Web of Science ®Google Scholar
• Becker, C. B. (1983). The Japanese way of debate. National Forensic Journal, 1, 141–147.
   Google Scholar
• Becker, C. B. (1986). Reasons for the lack of argumentation and debate in the Far East. International Journal of Intercultural Relations, 10, 75–92.10.1016/0147-1767(86)90035-0
   Web of Science ®Google Scholar
• Boku, M., Yama, H., & Mercier, H. (submitted). Robust improvements on reasoning performance following discussion in Japan.
   Google Scholar
• Brosseau-Liard, P. E., & Poulin-Dubois, D. (2014). Sensitivity to confidence cues increases during the second year of life. Infancy, 19, 461–475.10.1111/infa.2014.19.issue-5
   Web of Science ®Google Scholar
• Buchtel, E. E., & Norenzayan, A. (2009). Thinking across cultures: Implications for dual processes. In J. S. B. T. Evans & K. Frankish (Eds.), In two minds (pp. 217–238). New York, NY: Oxford University Press.
   Google Scholar
• Bunzel, R. (1959). Chichicastenango: A Guatemalan village (Vol. 12). Seattle: University of Washington.
   Google Scholar
• Castelain, T., Bernard, S., Van der Henst, J.-B., & Mercier, H. (2016). The influence of power and reason on young Maya children’s endorsement of testimony. Developmental Science, 19, 957–966.10.1111/desc.2016.19.issue-6
   PubMed Web of Science ®Google Scholar
• Castelain, T., Bernard, S., & Mercier, H. (submitted). Evidence that 2 years old children are sensitive to argument strength.
   Google Scholar
• Clément, F. (2010). To Trust or not to trust? Children’s social epistemology. Review of Philosophy and Psychology, 1, 531–549.
   Google Scholar
• Corriveau, K. H., & Kurkul, K. E. (2014). “Why does rain fall?”: Children prefer to learn from an informant who uses noncircular explanations. Child Development, 85, 1827–1835.
   PubMed Web of Science ®Google Scholar
• Dunn, J., & Munn, P. (1987). Development of justification in disputes with mother and sibling. Developmental Psychology, 23, 791–798.10.1037/0012-1649.23.6.791
   Web of Science ®Google Scholar
• Gauvain, M., Munroe, R. L., & Beebe, H. (2013). Children’s questions in cross-cultural perspective: A four-culture study. Journal of Cross-cultural Psychology, 44, 1148–1165.10.1177/0022022113485430
   Web of Science ®Google Scholar
• Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4–19.10.1037/0012-1649.30.1.4
   Web of Science ®Google Scholar
• Hamamura, T. (2012). Are cultures becoming individualistic? A cross-temporal comparison of individualism–collectivism in the United States and Japan. Personality and Social Psychology Review, 16, 3–24.10.1177/1088868311411587
   PubMed Web of Science ®Google Scholar
• Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Belknap Press/Harvard University Press.10.4159/harvard.9780674065192
   Google Scholar
• Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61–83.10.1017/S0140525X0999152X
   PubMed Web of Science ®Google Scholar
• Hess, R. D., Kashiwagi, K., Azuma, H., Price, G. G., & Dickson, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology, 15, 259–271.10.1080/00207598008246996
   Web of Science ®Google Scholar
• Hornikx, J., & Hoeken, H. (2007). Cultural differences in the persuasiveness of evidence types and evidence quality. Communication Monographs, 74, 443–463.10.1080/03637750701716578
   Web of Science ®Google Scholar
• Hornikx, J., & ter Haar, M. (2013). Evidence quality and persuasiveness: Germans are not sensitive to the quality of statistical evidence. Journal of Cognition and Culture, 13, 483–501.10.1163/15685373-12342105
   Google Scholar
• Koenig, M. A. (2012). Beyond semantic accuracy: Preschoolers evaluate a speaker’s reasons. Child Development, 83, 1051–1063.10.1111/cdev.2012.83.issue-3
   PubMed Web of Science ®Google Scholar
• Köymen, B., Rosenbaum, L., & Tomasello, M. (2014). Reasoning during joint decision-making by preschool peers. Cognitive Development, 32, 74–85.10.1016/j.cogdev.2014.09.001
   Web of Science ®Google Scholar
• Köymen, B., Mammen, M., & Tomasello, M. (2015). Preschoolers use common ground in their justificatory reasoning with peers. Developmental psychology, 52, 423–429.
   PubMed Web of Science ®Google Scholar
• Laughlin, P. R. (2011). Group problem solving. Princeton, NJ: Princeton University Press.10.1515/9781400836673
   Google Scholar
• Levin, I., & Druyan, S. (1993). When sociocognitive transaction among peers fails: The case of misconceptions in science. Child Development, 64, 1571–1591.10.2307/1131553
   Web of Science ®Google Scholar
• Lewis, C. C. (1984). Cooperation and control in Japanese nursery schools. Comparative Education Review, 28, 69–84.10.1086/446407
   Web of Science ®Google Scholar
• Little, E. E., Carver, L. J., & Legare, C. H. (2016). Cultural variation in triadic infant–caregiver object exploration. Child Development, 87, 1130–1145.
   Google Scholar
• Lucas, A. J., Lewis, C., Pala, F. C., Wong, K., & Berridge, D. (2013). Social-cognitive processes in preschoolers’ selective trust: Three cultures compared. Developmental Psychology, 49, 579–590.10.1037/a0029864
   PubMed Web of Science ®Google Scholar
• Malle, B. F. (2004). How the mind explains behavior: Folk explanations, meaning, and social interaction. Cambridge: MIT Press.
   Google Scholar
• Maratsos, M. P. (2007). Commentary. Monographs of the Society for Research in Child Development, 72, 121–126.10.1111/mono.2007.72.issue-1
   Web of Science ®Google Scholar
• Matsui, T., Rakoczy, H., Miura, Y., & Tomasello, M. (2009). Understanding of speaker certainty and false-belief reasoning: A comparison of Japanese and German preschoolers. Developmental Science, 12, 602–613.10.1111/desc.2009.12.issue-4
   PubMed Web of Science ®Google Scholar
• Matsui, T., Yamamoto, T., Miura, Y., & McCagg, P. (2016). Young children’s early sensitivity to linguistic indications of speaker certainty in their selective word learning. Lingua, 175–176, 83–96.10.1016/j.lingua.2015.10.007
   Web of Science ®Google Scholar
• Matsui, T., Imai, M., Mercier, H., Bernard, S., & Castelain, T. (submitted). Young children’s understanding of prosodic cues about speaker confidence: Comparison between Japanese-speaking and French-speaking children.
   Google Scholar
• Mercier, H. (2011a). On the universality of argumentative reasoning. Journal of Cognition and Culture, 11, 85–113.10.1163/156853711X568707
   Google Scholar
• Mercier, H. (2011b). Reasoning serves argumentation in children. Cognitive Development, 26, 177–191.10.1016/j.cogdev.2010.12.001
   Web of Science ®Google Scholar
• Mercier, H., & Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57–74.10.1017/S0140525X10000968
   PubMed Web of Science ®Google Scholar
• Mercier, H., & Sperber, D. (2017). The enigma of reason. Cambridge: Harvard University Press.
   Google Scholar
• Mercier, H., Bernard, S., & Clément, F. (2014). Early sensitivity to arguments: How preschoolers weight circular arguments. Journal of Experimental Child Psychology, 125, 102–109.10.1016/j.jecp.2013.11.011
   PubMed Web of Science ®Google Scholar
• Mercier, H., Trouche, E., Yama, H., Heintz, C., & Girotto, V. (2015). Experts and laymen grossly underestimate the benefits of argumentation for reasoning. Thinking & Reasoning, 21, 341–355.10.1080/13546783.2014.981582
   Web of Science ®Google Scholar
• Mercier, H., Zhang, J., Qu, Y., Lu, P., & Van der Henst, J.-B. (2015). Do easterners and westerners treat contradiction differently? Journal of Cognition and Culture, 15, 45–63.10.1163/15685373-12342140
   Web of Science ®Google Scholar
• Mercier, H., Deguchi, M., Van der Henst, J.-B., & Yama, H. (2016). The benefits of argumentation are cross-culturally robust: The case of Japan. Thinking & Reasoning, 22, 1–15.
   Google Scholar
• Mills, C. M. (2013). Knowing when to doubt: Developing a critical stance when learning from others. Developmental Psychology, 49, 404–418.10.1037/a0029500
   PubMed Web of Science ®Google Scholar
• Naito, M., & Koyama, K. (2006). The development of false-belief understanding in Japanese children: Delay and difference? International Journal of Behavioral Development, 30, 290–304.10.1177/0165025406063622
   Web of Science ®Google Scholar
• Nakamura, H. (1964). Ways of thinking of eastern peoples: India, China, Tibet, Japan. Hawaii: University of Hawaii Press.
   Google Scholar
• Nisbett, R. E. (2003). The geography of thought : How Asians and Westerners think differently … and why. New York, NY: The Free Press.
   Google Scholar
• Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic versus analytic cognition. Psychological Review, 108, 291–310.10.1037/0033-295X.108.2.291
   PubMed Web of Science ®Google Scholar
• Norenzayan, A., & Heine, S. J. (2005). Psychological universals: What are they and how can we know? Psychological Bulletin, 131, 763–784.10.1037/0033-2909.131.5.763
   PubMed Web of Science ®Google Scholar
• Peng, K., & Nisbett, R. E. (1999). Culture, dialectics and reasoning about contradiction. American Psychologist, 54, 741–754.10.1037/0003-066X.54.9.741
   Web of Science ®Google Scholar
• Pye, C. (1986). Quiché Mayan speech to children. Journal of Child Language, 13, 85–100.
   PubMed Web of Science ®Google Scholar
• Ross, H., Ross, M., Stein, N., & Trabasso, T. (2006). How siblings resolve their conflicts: The importance of first offers, planning, and limited opposition. Child Development, 77, 1730–1745.10.1111/cdev.2006.77.issue-6
   PubMed Web of Science ®Google Scholar
• Sato, N. (2003). Inside Japanese classrooms: The heart of education. New York, NY: Garland Science.
   Google Scholar
• Suzuki, T. (2012). Why do humans reason sometimes and avoid doing it other times?: Kotodama in Japanese culture. Argumentation and Advocacy, 48, 178–181.
   Google Scholar
• Tizard, B., Hughes, M., Carmichael, H., & Pinkerton, G. (1983). Language and social class: Is verbal deprivation a myth? Journal of Child Psychology and Psychiatry, 24, 533–542.10.1111/jcpp.1983.24.issue-4
   PubMed Web of Science ®Google Scholar
• Triandis, H. C. (1995). Individualism & collectivism. Boulder, CO: Westview Press.
   Google Scholar
• Trouche, E., Sander, E., & Mercier, H. (2014). Arguments, more than confidence, explain the good performance of reasoning groups. Journal of Experimental Psychology: General, 143, 1958–1971.10.1037/a0037099
   PubMed Web of Science ®Google Scholar
• Zadunaisky Ehrlich, S. (2011). Argumentative discourse of kindergarten children: Features of peer talk and children-teacher talk. Journal of Research in Childhood Education, 25, 248–267.10.1080/02568543.2011.580040
   Google Scholar