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Publications

Titre  
 
Livres
De Gregorio, E., Arcidiacono, F., & Padiglia, S. (2015). Techniques d’analyse qualitative: le logiciel ATLAS.ti. Sarrebruck: Editions Universitaires Européennes.
   
Arcidiacono, F. (2007). Conflitti e interazione in famiglia. Roma: Carocci.
   
Pontecorvo, C., & Arcidiacono, F. (2007). Famiglie all'italiana. Parlare a tavola. Milano: Raffaello Cortina.
   
Arcidiacono, F. (2005). Ricerca osservativa e analisi qualitativa dell'interazione verbale. Roma: Edizioni Kappa.
   
Livres édités
Giglio, M., & Arcidiacono, F. (Eds.). (2017). Les interactions sociales en classe: réflexions et perspectives. Bern: P. Lang.
   
. (2017). Interpersonal Argumentation in Educational and Professional Contexts. New York: Springer.
   
Arcidiacono, F. (Ed.). (2014). Hétérogénéité linguistique et culturelle dans le contexte scolaire. Bienne: Editions HEP-BEJUNE.
   
Baucal, A., Arcidiacono, F., & Budjevac, N. (Eds.). (2011). Studying interaction in different contexts: a qualitative view. Belgrade: Institute of Psychology.
   
Commentaires édités
Arcidiacono, F. (Ed.). (2002). Itinerari nell'educazione. Temi emergenti nella pedagogia. Rome: www.infantiae.org.
   
Chapitres de livres
Melfi, G., Arcidiacono, F., Miserez-Caperos, C., Bergamaschi, A., & Blaya, C. (2020). Le rôle des enseignant.e.s dans la perception de la diversité culturelle par les élèves. In Intéragir dans la diversité à l'école. (pp. 61-86). Bienne: HEP BEJUNE.
   
Kohler, A., Boissonnade, R., Padiglia, S., Meia, J. S., & Arcidiacono, F. (2017). La formation à et par la recherche des enseignants du secondaire à la HEP-BEJUNE: le dispositif actuel et quelques perspectives pour le futur. In Synergie entre recherche, formation et enseignement. Actes de la recherche de la HEP-BEJUNE n°11. (pp. 103-119). Bienne: HEP BEJUNE.
   
Bova, A., Arcidiacono, F., & Clément, F. (2017). Implicits in children’s socialization: Argumentation around what is taken for granted within family interactions. In C. Ilie, & G. Garzone (Eds.) Argumentation in real and virtual environments: Cross-disciplinary perspectives. (pp. X-XX). Amsterdam: Benjamins.
   
Arcidiacono, F. (2016). Parents’ representations and practices about childrearing within Italian families. In Parent-child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes. (pp. 75-90). New York: Nova Science Publishers.
   
Perret-Clermont, A. N., Arcidiacono, F., Lamas-Breux, S., Greco, S., & Miserez-Caperos, C. (2015). Knowledge-oriented argumentation in children. In Scrutinizing Argumentation in Practice. (pp. 135-149). Amsterdam: Benjamins.
   
Arcidiacono, F., & Bova, A. (2015). A study of the arguments used by undergraduate and graduate students during disciplinary discussions in the classroom. In In R. V. Nata (Ed.), Progress in Education. (Vol. 33, pp. 31-50). New York: Nova Science Publishers.
   
Arcidiacono, F. (2015). Argumentation and reflexivity. In G. Marsico, R. Andrisano-Ruggieri, & S. Salvatore (Eds.) Reflexivity and Psychology. (pp. 169-193). Charlotte: Information Age Publishing.
   
Lopez-Facal, R., Jiménez-Aleixandre, M. P., & Arcidiacono, F. (2015). Le territoire comme composante de l'identification nationale dans l'argumentation des élèves du secondaire. In N. Muller Mirza, & C. Buty (Eds.) Argumentation dans les contextes de l'éducation. (pp. 323-354). Bern: Lang.
   
Pontecorvo, C., & Arcidiacono, F. (2014). Social interactions in families and schools as contexts for the development of spaces of thinking. In Activity of thinking in social spaces. (pp. 83-97). New York: Nova Science Publishers.
   
Padiglia, S., & Arcidiacono, F. (2014). Intégration et enseignement/apprentissage des langues: le projet SOFT pour lier école et famille. In Hétérogénéité linguistique et culturelle dans le contexte scolaire. (pp. 61-74). Bienne: HEP-BEJUNE.
   
Iannaccone, A., & Arcidiacono, F. (2014). Les relations école-famille: questions méthodologiques. In Hétérogénéité linguistique et culturelle dans le contexte scolaire. (pp. 147-156). Bienne: HEP-BEJUNE.
   
Arcidiacono, F. (2014). Plurilinguisme et enseignement des langues: une vision d'ensemble. In Hétérogénéité linguistique et culturelle dans le contexte scolaire. (pp. 11-25). Bienne: HEP-BEJUNE.
   
Arcidiacono, F. (2014). Intersubjectivité et agency dans la conversation quotidienne: pratiques de socialisation en contexte. In C. Moro, N. Muller Mirza, & P. Roman (Eds.) L'intersubjectivité en questions. Agrégat ou nouveau concept fédérateur pour la psychologie?. (pp. 292-312). Lausanne: Antipodes.
   
Arcidiacono, F. (2013). “But who said that you eat when you want and what you want?” Verbal conflicts at dinnertime and strategic moves among family members. In L. T. Cacioppo (Ed.), Mind and Body Researcher Biographical Sketches and Research Summaries. (pp. 313-314). New York: Nova Science Publishers.
   
Arcidiacono, F., & Bova, A. (2013). Argumentation among family members in Italy and Switzerland: A cross-cultural perspective. In Y. Kashima, E. S. Kashima, & R. Beatson (Eds.) Steering the Cultural Dynamics. (pp. 167-174). Melbourne: IACCP.
   
Arcidiacono, F. (2013). Pragmatics: Quantitative Methods. In C. A. Chapelle (Ed.) The Encyclopedia of Applied Linguistics. (pp. 4594-4600). Oxford: Wiley-Blackwell.
   
Arcidiacono, F. (2013). Conversation in educational contexts: school at home and home at school. In G. Marsico, K. Komatsu, & A. Iannaccone (Eds.) Crossing Boundaries. Intercontestual Dynamics between Family and School. (pp. 83-107). Charlotte: Information Age Publication.
   
Sinclaire-Harding, L., Miserez-Caperos, C., Arcidiacono, F., & Perret-Clermont, A. N. (2013). Argumentation in the Piagetian clinical interview: a step further in dialogism. In B. Ligorio, & M. César (Eds.) The interplays between dialogical learning and dialogical self. (pp. 53-82). Charlotte: Information Age Publisher.
   
Arcidiacono, F., Baucal, A., & Budjevac, N. (2011). Doing qualitative research: The analysis of talk-in-interaction. In A. Baucal, F. Arcidiacono, & N. Budjevac (Eds.) Studying interaction in different contexts: A qualitative view. (pp. 17-45). Belgrade: Institute of Psychology.
   
Arcidiacono, F. (2011). "But who said that you eat when you want and what you want?". Verbal conflicts at dinnertime and strategic moves among family members. In J. P. Flanagan, & A. M. Munos (Eds.) Family Conflicts: Psychological, Social and Medical Implications. (pp. 27-52). New York: Nova Science Publishers.
   
Baucal, A., Arcidiacono, F., & Budjevac, N. (2011). Reflecting on different views of social interaction: Explanatory and analytic perspectives. In A. Baucal, F. Arcidiacono, & N. Budjevac (Eds.) Studying interaction in different contexts: A qualitative view. (pp. 233-251). Belgrade: Institute of Psychology.
   
Budjevac, N., Arcidiacono, F., & Baucal, A. (2011). Introduction. In A. Baucal, F. Arcidiacono, & N. Budjevac (Eds.) Studying interaction in different contexts: A qualitative view. (pp. 11-15). Belgrade: Institute of Psychology.
   
Arcidiacono, F. (2010). The ethnographic observation of the everyday life in Italy: collaborative interactions among wirking couples. In C. L. Goossens (Ed.) Family Life: Roles, Bonds, and Impact. (pp. 99-118). New York: Nova Publushers.
   
Pontecorvo, C., Fatigante, M., & Arcidiacono, F. (2007). La quotidianità come vita domestica familiare. In P. Di Cori, & C. Pontecorvo (Eds.) Modernità e vita quotidiana: tra ordinario e straordinario. (pp. 175-184). Roma: Carocci.
   
Maroni, B., & Arcidiacono, F. (2003). The conversation like socialization in educational contexts. In G. Papanikos (Ed.) Education. (pp. 333-338). Athens: Atiner Editions.
   
Articles de périodiques
Cattaruzza, E., Iannaccone, A., & Arcidiacono, F. (2019). Provoking Social Changes in a Family-School Space of Activity. Psychology & Society, 2019, 11(1), 33-47.
   
Iannaccone, A., Arcidiacono, F., Padiglia, S., Pirchio, S., & Melfi, G. (2018). Le développement identitaire des enseignants débutants par le partage verbal de pratiques professionnelles. Journal of Applied Psycholinguistics, 18, 79-96.
   
Joliat, F., & Arcidiacono, F. (2016). L'analyse des visées de la recherche dans la production des mémoires de bachelor de la HEP-BEJUNE: une question d'intérêt professionnel et de culture(s) de recherche(s)?. Formation et profession. Revue scientifique internationale en éducation, XX, XX-XX.
   
Budjevac, N., Arcidiacono, F., & Baucal, A. (2015). Word of guest editors. Learning and development through social interaction in educational context. Иновација у настави / Teaching Innovations, 28(3), 9-14.
   
Boéchat-Heer , S., Impedovo , M. A., & Arcidiacono, F. (2015). An analysis of teachers’ processes of technology appropriation in classroom. International Journal of Digital Literacy and Digital Competence, 6(2), 1-15.
   
Arcidiacono, F., & Bova, A. (2015). Discussioni disciplinari in contesto universitario: uno studio argomentativo in classi di bachelor e master. ERIS: Rivista internazionale di argomentazione e dibattito, In press, X-XX.
   
Arcidiacono, F., & Cuenot, C. (2015). Stratégies de résolution de problèmes de type multiplicatif en situation de tutorat. Иновација у настави / Teaching Innovations, In press, X-XXX.
   
Padiglia, S., & Arcidiacono, F. (2015). A narrative format design to improve language acquisition through social interaction. Иновација у настави / Teaching Innovations, 28(3), 83-98.
   
Budjevac, N., Arcidiacono, F., & Baucal, A. (2015). Special issue: Learning and development through social interaction in educational context. Иновација у настави / Teaching Innovations., 28(3), 5-206.
   
Arcidiacono, F., & Rossé, A. (2015). Raconter une histoire avec et sans images: une expérience de recherche auprès d’enfants en âge préscolaire. Иновација у настави / Teaching Innovations, 28(1), 7-24.
   
Arcidiacono, F., & Bova, A. (2015). Activity-bound and activity-unbound arguments in response to parental eat-directives during mealtime conversations: Differences and similarities in children of 3-6 and 6-9 years old. Learning, Culture and Social Interaction, 6, 40-55.
   
Bova, A., & Arcidiacono, F. (2015). Beyond conflicts. Origin and types of issues leading argumentative discussions during family mealtimes. Journal of Language Aggression and Conflict, 3(2), 1-20.
   
Arcidiacono, F. (2014). Une ouverture vers l’Est: le projet SCOPES sur la professionnalisation des enseignants. Enjeux pédagogiques, 23, 7-8.
   
Arcidiacono, F., & Perret-Clermont, A. N. (2014). L'argumentation dans le contexte de l'entretien clinique. Revisiter Piaget et son actualité. Aprendizagem/Desenvolvimento, 1-12.
   
Lamas-Breux, S., Arcidiacono, F., & Perret-Clermont, A. N. (2014). Reprendre la parole de l'autre dans une situation d'entretien piagétien. TRANEL (Travaux Neuchâtelois de Linguistique), 60, 109-120.
   
Arcidiacono, F. (2014). Rationalité et construction narrative de l'argumentation en famille. Aprendizagem/Desenvolvimento, X-XX.
   
Bova, A., & Arcidiacono, F. (2014). Types of arguments in parents-children discussions: An argumentative analysis. Journal of Applied Psycholinguistics, 14(1), 43-66.
   
Boéchat-Heer , S., & Arcidiacono, F. (2014). L'usage des méthodes mixtes pour analyser les perceptions de pratiques pédagogiques liées à l'intégration des tablettes numériques. Formation et pratique d'enseignement en questions, 17, 49-65.
   
Bova, A., & Arcidiacono, F. (2014). "You must eat the salad because it is nutritious". Argumentative strategies adopted by parents and children in food-related discussions at mealtime. Appetite, 73(1), 81-94.
   
Bova, A., & Arcidiacono, F. (2013). Investigating children’s Why-questions: A study comparing argumentative and explanatory function. Discourse Studies, 15(6), 713-734.
   
Baucal, A., Arcidiacono, F., & Budjevac, N. (2013). "Is there an equal (amount of) juice?" Exploring the repeated question effect in conservation through conversation. European Journal of Psychology of Education, 28(2), 475-495.
   
Arcidiacono, F., & Diez del Corral Areta, E. (2013). Discourse markers in the Piagetian interview: How adults and children construct their conversational moves within the text context. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 13(1), 61-81.
   
Arcidiacono, F. (2013). L'accès aux apprentissages. Comment les enfants apprennent-ils et qu'attend-on des moyens d'enseignement?. Enjeux pédagogiques(22), 39-40.
   
Bova, A., & Arcidiacono, F. (2013). Investigating children's Why-questions. A study comparing argumentative and explanatory function. Discourse Studies, 15(6), 713-734.
   
Bova, A., & Arcidiacono, F. (2012). Invoking the authority of feelings as a strategic maneuver in family mealtime conversations. Journal of Community & Applied Social Psychology(23), 206-224.
   
Arcidiacono, F., & Gastaldi, F. G. M. (2011). "What do you say?" The analysis of classroom talk from a sociocultural perspective. Psychological Science and Education(2), 1-15.
   
Arcidiacono, F., & Bova, A. (2011). Argumentative strategies for conflict management and resolution in Italian and Swiss families. Procedia Social and Behavioral Sciences(30), 1385-1389.
   
Arcidiacono, F., & Bova, A. (2011). "I want to talk but it's not possible!" Dinnertime argumentation in Swiss and Italian families. US-China Education Review(3), 355-368.
   
Bugnon, A., Arcidiacono, F., & Perret-Clermont, A. N. (2010). Transfer of learning in a boundary crossing training: the case of speech therapists. Procedia Social and Behavioral Sciences, 2(2), 1730-1734.
   
Arcidiacono, F. (2010). Introduction to research methods in education. International Journal of Social Research Methodology, 13(1), 88-90.
   
Arcidiacono, F., & Pontecorvo, C. (2010). The discursive construction of the fathers' positioning within family participation frameworks in Italy. European Journal of Psychology of Education, 25(4), 449-472.
   
Arcidiacono, F., & Kohler, A. (2010). Elements of design for studying argumentation: the case of two on-going research lines. Cultural-Historical Psychology(1), 65-74.
   
Arcidiacono, F., Klein, W., Izquierdo, C., & Bradbury, T. N. (2010). Modalità interattive nella divisione del lavoro domestico: uno studio su famiglie italiane e statunitensi. Rivista di Psicolinguistica Applicata, 10(1-2), 85-105.
   
Arcidiacono, F. (2010). School, context and evaluation: what is needed?. Rassegna di Psicologia, 27(3), 115-121.
   
Arcidiacono, F. (2010). Argumentation and Education: Theoretical Foundations and Practices. Rassegna di Psicologia, 27(2), 139-141.
   
Pontecorvo, C., & Arcidiacono, F. (2010). Development of reasoning through arguing in young children. Cultural-Historical Psychology(4), 19-29.
   
Maroni, B., & Arcidiacono, F. (2010). Conversational repair in Italian families. A cultural practice of socialization. Studies in Communication Sciences, 10(1), 203-228.
   
Arcidiacono, F., & Pontecorvo, C. (2010). Where and how family members spend time at home? A quantitative analysis of the observational tracking of the everyday lives of Italian families. International Journal of Multiple Research Approaches, 4(2), 113-129.
   
Arcidiacono, F., & Perret-Clermont, A. N. (2010). The co-construction of conversational moves in the context of piagetian interview: the case of the test of conservation of quantities of liquid. Rassegna di Psicologia, 27(2), 117-137.
   
Arcidiacono, F. (2009). Rationalité et construction narrative de l’argumentation en famille. Aprendizagem/Desenvolvimento, 1, X-XX.
   
Arcidiacono, F., Pontecorvo, C., & Greco, S. (2009). Family conversations: the relevance of context in evaluating argumentation. Studies in Communication Sciences, 9(2), 79-92.
   
Arcidiacono, F., & Pontecorvo, C. (2009). Cultural practices in Italian family conversations: Verbal conflict between parents and preadolescents. European Journal of Psychology of Education, 24(1), 97-117.
   
Arcidiacono, F., & Perret-Clermont, A. N. (2009). Revisiting the Piagetian test of conservation of quantities of liquid: argumentation within the adult-child interaction. Cultural-Historical Psychology, 3, 25-33.
   
Arcidiacono, F. (2009). The discursive construction of early adolescents' identity within family conversations. Cahiers de psychologie et éducation (Université de Neuchâtel), 45, 7-15.
   
Arcidiacono, F. (2009). Foundations of mixed methods research: integrating quantitative & qualitative approaches in the social and behavioral sciences. International Journal of Social Research Methodology, 12(3), 277-279.
   
Arcidiacono, F. (2009). Fine description. Ethnographic and Linguistic Essays. Language in Society, 38(1), 15-16.
   
Arcidiacono, F. (2009). Conflitti verbali in famiglie con preadolescenti: modelli di analisi in chiave conversazionale. Giornale Italiano di Psicologia, 36(4), 821-841.
   
Giorgi, S., Pontecorvo, C., Monaco, C., & Arcidiacono, F. (2009). Introduzione: culture familiari tra pratiche quotidiane e rappresentazioni. Etnografie e ricerca qualitativa(2), 191-203.
   
Arcidiacono, F. (2008). Les interactions asymétriques en famille: analyse qualitative du conflit verbal dans les conversations à table. Cahier de psychologie (Université de Neuchâtel), 43, 33-41.
   
De Gregorio, E., & Arcidiacono, F. (2008). Computer-assisted analysis in social sciences: A unique strategy to carry on mixed and blended research?. International Journal of Multiple Research Approaches, 2(1), 31-35.
   
De Gregorio, E., & Arcidiacono, F. (2008). Issues and Implications of Computer Assisted Multiple and Blended Research (special issue). International Journal of Multiple Research Approaches, 2(1), 31-132.
   
Arcidiacono, F., & Pontecorvo, C. (2008). An exploratory study of the everyday lives of italian families: household activities and children's responsabilities. Cahier de psychologie (Université de Neuchâtel), 43, 43-56.
   
Arcidiacono, F., & De Gregorio, E. (2008). Methodological Thinking in Psychology: Starting from Mixed Methods. International Journal of Multiple Research Approaches, 2(1), 118-126.
   
Arcidiacono, F. (2007). Studying the practice of cooperation and collaboration within an international research project on the everyday lives of families. Integrative Psychological and Behavioural Science, 41(3), 139-153.
   
Arcidiacono, F. (2007). L'osservazione dei "rientri a casa": studio etnografico della vita quotidiana in famiglia. Rassegna di Psicologia, 14(2), 155-174.
   
Arcidiacono, F., & Pontecorvo, C. (2007). La co-costruzione del turno dei bambini autistici. Interventi dei genitori e dei fratelli nelle conversazioni familiari a tavola. Rivista di Psicolinguistica Applicata, 7(3), 81-95.
   
Arcidiacono, F., & Nicolini, M. (2007). Uno studio esplorativo sulle reti sociali delle famiglie italiane in una prospettiva multidisciplinare. Rivista di Studi Familiari(2), 167-184.
   
Andreoli, S., & Arcidiacono, F. (2006). Uno studio esplorativo su alcune modalità conversazionali in famiglie con bambini autistici. Rivista di Psicolinguistica Applicata, 6(1-2), 45-62.
   
Arcidiacono, F., & Diano, M. (2006). Le conversazioni in famiglie con bambini autistici. Interazioni di gioco, ruoli dei fratelli e scaffolding genitoriale. Autismo e disturbi dello sviluppo(3), 303-324.
   
Arcidiacono, F., Caporali, L., & Pontecorvo, C. (2006). La partecipazione dei padri italiani alla struttura interattiva familiare. Età evolutiva(85), 73-81.
   
Arcidiacono, F. (2006). Psychologie culturelle d'une formation d'adulte. Rassegna di Psicologia, 23(3), 115-116.
   
Arcidiacono, F. (2006). La littéracie. Conceptions théoriques et pratiques d'enseignement de la lecture-écriture. Rivista di Psicolinguistica Applicata, 6(1-2), 131-132.
   
Arcidiacono, F. (2006). Il posizionamento interpersonale nella costruzione discorsiva dell'identità: differenze tra figli maggiori e minori nelle conversazioni con i genitori. Età Evolutiva, 84, 12-23.
   
Arcidiacono, F., Fumo, M., & Sapia, C. (2005). Fare ricera con gli adolescenti. Le metodologie qualitative: vantaggi, limiti e proposte. Età Evolutiva, 82, 107-117.
   
Arcidiacono, F. (2005). Narrazione e identità. Aspetti cognitivi e interpresonali. Rivista di Psicolinguistica Applicata, 5(1-2), 155-156.
   
Liberati, V., & Arcidiacono, F. (2005). Voci in conflitto: l'uso di voci diverse nelle dispute fra genitori e figli. Rivista di Psicolinguistica Applicata, 1(2), 87-108.
   
 
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*Format bibliographique : APA5