Cooperative and collaborative learning environments encourage the growth of constructive argumentation that leads to conflict resolution. In this study, examine perspective-taking within friendships of gifted learners as well as high and average-ability students from high school and university. How do students use cognitive moves such as maintaining the same position, asking for explanations, and modifying one’s position during disagreements with their friends. Overall, undergraduates accord less importance to all three variables compared to high school students. Learning objectives include examining possible links between cognitive moves and the task-oriented competitive goals across school and academic performance levels within the groups.