 Systematic research specifically on argumentation within cognitive science and psychology has significantly increased over the last 10 years. Before that, there had been extensive research on reasoning conceived as an individual, internal process, much of which had been conducted using task materials such as syllogistic arguments (Dutilh Novaes 2020b). But due to what may be described as an individualist bias in cognitive science and psychology (Mercier 2018), these researchers did not draw explicit connections between their findings and the public acts of “giving and asking for reasons”. It is only somewhat recently that argumentation began to receive sustained attention from these researchers. The investigations of Hugo Mercier and colleagues (Mercier &amp; Sperber 2017; Mercier 2018) and of Ulrike Hahn and colleagues (Hahn &amp; Oaksford 2007; Hornikx &amp; Hahn 2012; Collins &amp; Hahn 2018) have been particularly influential. (See also Paglieri, Bonelli, &amp; Felletti 2016, an edited volume containing a representative overview of research on the psychology of argumentation.) Another interesting line of research has been the study of the development of reasoning and argumentative skills in young children (Köymen, Mammen, &amp; Tomasello 2016; Köymen &amp; Tomasello 2020).