Development of Cognitive Flexibility and Epistemological Understanding in Argumentation

Abstract

Discussed and tested the development of cognitive flexibility and epistemological understanding of argumentation in elementary school children. 49 6-year-olds and 60 11-year-olds were asked to provide their own thoughts as to why children misbehave, to provide possible alternative explanations, and to imagine how they, as a scientist, would gather evidence to test their theory. Results showed that 35% of 6-year-olds and 63% of 11-year-olds showed enough cognitive flexibility to generate alternatives to their own theories of misbehavior. Few children were able to provide any relevant evidence however. In conclusion, elementary school age children show evidence for emerging perspective taking and the ability to generate alternative causal explanations.