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Greco, Sara
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Greco, Sara
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- PublicationAccès libreThe significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation(2020)
; ; ; Adversative connectives have been analyzed as articulating explicit and implicit facets of argumentative moves and have been thus recognized as potential argumentative indicators. Here we examine adversative connectives Ger. aber, Fr. mais, It. ma (‘but’) in young children’s speech in the context of the ArgImp project, a research endeavor seeking to understand in which situations children aged between two and six years engage in argumentation and how their contributions are structured. Two multilingual corpora have been collected for the project: (1) everyday family conversations, (2) semi-structured play activities and problem solving in a kindergarten setting. Through the detailed analysis of a small collection of examples, we consider the indicative potential of adversative connectives for identifying argumentative episodes in interactions involving young children and for the reconstruction of the inferential configurations of children’s contributions to these argumentative discussions. The results show that fully fledged argumentative interpretations of adversatives occur as a possibility in children’s speech, and that adversative connectives can be used profitably to identify less apparent argumentative confrontations and implicit standpoints in children’s speech. - PublicationMétadonnées seulementDoes a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task(2018-3-19)
; ; ; ; Marchetti, AntonellaThis paper proposes a novel approach to interpret the results of a classical second-order false belief task (the ice cream man task) administered to children in order to investigate their Theory of Mind. We adopted a dialogical perspective to study the adult-child discussion in this research setting. In particular, we see the adult-child conversation as an argumentative discussion in which children are asked to justify their answers to the questions asked by the researcher. We analysed the specificities of the research setting as an argumentative activity type; we reconstructed and analysed the children's answers on the basis of two models taken from Argumentation theory (the pragma-dialectical model and the Argumentum Model of Topics). Our findings show that some of the children's partially “incorrect” answers depend on the pragmatics of the conversation, the relation between explicit and implicit content, and a misunderstanding of the discussion issue. Other “incorrect” answers are actually based on correct inferences but they do not meet the researchers' expectations, because the children do not share the same material premises as the researchers. These findings invite further research on children's reasoning and on the characteristics of argumentation within a research task. - PublicationMétadonnées seulementThe significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation(2018-2-7)
; ; ; - PublicationMétadonnées seulementAnalysing implicit premises within children’s argumentative inferences(2017-6-21)
; ; ; ; Schär, Rebecca