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Publications

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Chapitres de livres
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.
   
Perret-Clermont, A. N., Lamas-Breux, S., Greco, S., & Miserez-Caperos, C. (2014). Children and knowledge-oriented argumentation. Some notes for future research. In G. Gobber, & A. Rocci (Eds.) Language, reason and education. Studies in honor of Eddo Rigotti. (pp. 259-277). Bern: Peter Lang.
   
Lamas-Breux, S., & Perret-Clermont, A. N. (2014). Etre élève et exprimer une pensée propre: un paradoxe?. In M. Avanzi, V. Conti, G. Corminboeuf, F. Gachet, L. A. Johnsen, & P. Montchaud (Eds.) Enseignement du français: les apports de la recherche en linguistique. Réflexions en l'honneur de Marie-José Béguelin. (pp. 327-340). Bruxelles: P.I.E. Peter Lang.
   
Articles de périodiques
Lamas-Breux, S. (2015). Review of M. Kontopodis, C. Wulf & B. Fichtner (Eds.) (2011). Children, Development and Education. Cultural, Historical, Anthropological Perspectives. Dordrecht: Springer. Outlines. Critical Practice Studies, 16(1), 86-92.
   
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.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2013). Les jeunes enfants en interaction autour d'une activité cognitive: quand le genre s'en mêle. Cahiers de psychologie et éducation (Université de Neuchâtel), 49, 13-22.
   
Working papers
Lamas-Breux, S. (2011). Pourquoi? Parce que. Explication et argumentation dans deux tâches scolaires: une illustration des genres textuels? (Mémoire de Master). Université de Genève. Retrieved from http://archive-ouverte.unige.ch/unige:17838.
   
Lamas-Breux, S. (2009). "Je vient par lat prézante". Analyse textuelle d'un cahier (1928) de Jules Doudin (Mémoire de licence). Université de Lausanne.
   
Présentations
Lamas-Breux, S. (2016). Une culture scolaire du juste/faux et le cas particulier du "je sais pas" en classe enfantine (1-2 HarmoS). Presented at S. Breux (Chair), Mais de quoi parle-t-on? Analyses des interactions dans des situations d'apprentissage. Symposium conducted at the Annual Congress of SSRE, Lausanne, Switzerland.
   
Lamas-Breux, S. (2015). Quel espace pour l’agentivité à l’école? Entre jeux sociaux et jeux cognitifs, que se passe-t-il à l’école, au sein d’une classe?. Presented at Rencontres scientifiques MAPS, Neuchâtel, Switzerland.
   
Lamas-Breux, S. (2015). “I am a student and I have a task to solve”. A dialogical approach to misunderstandings in classroom situations. Presented at S. Breux, C. Miserez Caperos & T. Mehmeti (Chairs). Discrepancies between adult’s expectations and children’s reasoning: Teachers, students, and psychologists dealing with a “same” task. Symposium conducted at the Annual congress of SSRE, St-Gall, Switzerland.
   
Lamas-Breux, S., Mehmeti, T., Iannaccone, A., & Perret-Clermont, A. N. (2014). The role of accessories in the "staging" of Piagetian interviews. Presented at International Workshop "Material Culture and Human Development", Lausanne, Switzerland.
   
Mehmeti, T., Miserez-Caperos, C., & Lamas-Breux, S. (2014). Objects' influence on knowledge-oriented argumentation in children: An exploratory study. Presented at International Workshop "Expansion of experience: symbolic and material dimensions", Neuchâtel, Switzerland.
   
Lamas-Breux, S. (2014). Dialogical self theory to study gender in learning situations. Presented at B. Ligorio (Chair), Developing dialogical identities within educational contexts, with a focus on students. Invited symposium conducted at the 8th International Conference on Dialogical Self, The Hague, The Netherlands.
   
Lamas-Breux, S., Giglio, M., & Perret-Clermont, A. N. (2013). “Predicting, testing and observing”: a research method to advance teacher education and the understanding of teaching-learning process. Presented at Poster presented at the 32nd International Human Science Research Conference “Creativity in Human Science Research, Methodology and Theory”, Aalborg, Denmark.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2013). The dynamics of children’s thinking: heteronomy and autonomy at the same time. An example from a Piagetian interview. Presented at 43rd Annual Meeting of the Jean Piaget Society “Social Development: Current Trends & Perspectives”, Chicago, United States of America.
   
Lamas-Breux, S., Giglio, M., & Perret-Clermont, A. N. (2013). “Predicting, testing and observing”: a research method to advance teacher education and the understanding of teaching-learning process. Presented at 32nd International Human Science Research Conference “Creativity in Human Science Research, Methodology and Theory”, Aalborg, Denmark.
   
Lamas-Breux, S., & Perret-Clermont, A. N. (2013). Self and other in Piagetian interviews. Presented at B. Ligorio (Chair), Interactions supporting interplays between dialogical learning and dialogical self. Symposium conducted at the 15th Biennal EARLI Conference for Research on Learning and Instruction “Responsible Teaching and Sustainable Learning”, Münich, Germany.
   
Miserez-Caperos, C., Lamas-Breux, S., & Perret-Clermont, A. N. (2013). Children’s cognitive argumentations: the construction of argumentative sub-discussions. Presented at 16th European Conference on Developmental Psychology, Lausanne, Switzerland.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2012). Can I make my point?. Presented at A.-N. Perret-Clermont (Chair), Acting and thinking spaces. Symposium conducted at the Patchwork. Learning diversities, organized by the Special Interest Groups SIG 10 and 21 of the European Association for Research on Learning and Instruction (EARLI), Belgrade, Serbia.
   
Miserez-Caperos, C., Lamas-Breux, S., Zapiti, A., Psaltis, C., & Perret-Clermont, A. N. (2012). Les jeunes enfants en interaction: la représentation sociale du genre comme facteur d’asymétrie. Presented at Congrès Annuel de la Société Suisse pour la Recherche en Education 2012 « Inégalités et justice dans l’éducation – défis scientifiques et sociaux », Bern, Switzerland.
   
Lamas-Breux, S., & Perret-Clermont, A. N. (2012). Reprendre la parole de l’autre dans une situation d’entretien piagétien. Presented at 12ème Colloque de logopédie “La parole reprise: formes, processus et fonctions”, Neuchâtel, Switzerland.
   
Miserez-Caperos, C., & Lamas-Breux, S. (2011). Le développement de l’argumentation chez les enfants. Presented at Colloque commun de recherche en éducation, Institut de recherche et documentation pédagogique, Haute école pédagogique BEJUNE et Institut de psychologie et éducation de l’Université de Neuchâtel, Neuchâtel, Switzerland.
   
Lamas-Breux, S., Dolz-Mestre, J., & Perret-Clermont, A. N. (2011). L’argumentation en contexte scolaire : comment développer une pensée autonome?. Presented at Congrès Annuel de la Société Suisse pour la Recherche en Education 2011 « Réformes de l’éducation et critique des réformes », Basel, Switzerland.
   
Perret-Clermont, A. N., Miserez-Caperos, C., & Lamas-Breux, S. (2011). Why should I argue?. Presented at Congress of the International Society for Cultural and Activity Research, Rome, Italy.
   
Miserez-Caperos, C., & Lamas-Breux, S. (2010). Do children argue in the task of the conservation of liquid?. Presented at Doctoral School Argupolis "Standard and extended Pragma-dialectics in relation to other approaches to argumentation", Università della Svizzera Italiana, Lugano, Switzerland.
   
 
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*Format bibliographique : APA5