Discourse topic management and discussion skills in middle childhood: The effects of age and task

Abstract

Discourse topic management and discussion skills are central for intersubjectivity, learning and education, yet there is little understanding of how such skills develop.The reported research comprises two studies, which examined the skills of discourse topic maintenance, shading and hierarchicalization during middle childhood. Each study compared the performances of same-age and same-sex dyads of 4, 6 and 9 years of age (Study 1: 28 dyads; Study 2: 43 dyads) across two tasks. Overall, topic maintenance varied according to age and task. Study 1 found that task structure constrained the interactions of older children while supporting those of younger children. Older children, but not 4-year-olds maintained topics through collaborative discussion. Study 2 examined these differences further by comparing performance on similar tasks but where one required collaborative discussion for successful completion. Results showed that young children use justifications but not counter-arguments and suggestions, and do not collaborate in discussion. Development in discourse topic management and collaborative discussion skills is linked to an increasing ability to engage in mutually active dialogue, and to adapt to, connect with and comment on alternative perspectives, as well as to functional changes in the use of justifications during dialogue.