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Arcidiacono, Francesco
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Arcidiacono, Francesco
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Voici les éléments 1 - 10 sur 17
- PublicationAccès libreKnowledge-oriented argumentation in childrenThis paper analyzes children’s argumentative discussions centered on the resolution of cognitive tasks, starting from the hypothesis that children’s interventions are more complex and complete than usually described in psychological research on argumentation skills. Our results can be viewed as a possibility to reconsider the usual school situations in which children’s argumentative skills are assessed in order to better understand the social, relational and emotional conditions that support argumentation in children.
- PublicationAccès libre
- PublicationAccès libreReprendre la parole de l'autre dans une situation d'entretien piagétien(2014)
; The aim of this study is double: to observe and analyze reprises in Piagetian tests; and to better understand, through the study of reprises, the construction of children's thinking when they are involved in a conversation with the adult. The corpus is composed by videotaped conversations between adults and children around the Piagetian test of conservation of quantities of liquid. Evidence suggests that reprises are not just imitation or heteronomy. They are used by children (and also adults) to try to deal with on the one hand the expectations of the adult and their peers and on the other hand with the elaboration and expression of a personal point of view. This raises the important question of what such tests can assess: the individual cognitive competencies of the children or the social, linguistic and cognitive quality of a (collective) conversation? - PublicationMétadonnées seulementArgumentation in the Piagetian clinical interview: a step further in dialogism(Charlotte: Information Age Publisher, 2013)
; ; ; - PublicationAccès libreArgumentation in the Piagetian clinical interview: A step further in dialogism(2011)
; - PublicationMétadonnées seulement
- PublicationMétadonnées seulementA dialogical view of argumentation: the Piagetian interview as collaborative thinking(: ISDS, 2010-2-13)
; ; ; Sinclaire-Harding, Lysandra - PublicationAccès libreTransfer of learning in a boundary crossing training: The case of speech therapists(2010)
; This study explores the speech therapists’ transfer of learning in boundary crossing from the university to the field, in order to understand how to support students in developing an epistemic agency. Our case concerns the qualitative analysis of student's assignments about academic knowledge and professional experiences in order to explore the change (in epistemic agency and boundary crossing) that takes place within the course. The results show the students’ difficulties to link their former readings with their present observations; the impact of emotions; and the types of expertise they need in terms of educational/therapeutic activities.