Abstract
This paper explores the relationship between gender, processes of argumentation and cognitive change in children’s social interaction. Hundredandtwenty children (average age, 9.5 years) discussed a moral dilemma with a same age peer. The style of children’s conversations differed between same sex (boy-boy and girl-girl) pairs and boy-girl pairs. These stylistic differences suggest that the social organisational factors or status relations that stem from a child’s gender group membership can act to obstruct the effective communication and acceptance of certain arguments (or more epistemic aspects of influence) in conversation. Further analysis of conversations points to the importance of addressing differences in perspectives when reaching agreement. Results are discussed with reference to children’s representations and resolutions of socio-cognitive conflict.
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