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Iannaccone, Antonio
Résultat de la recherche
Children as investigators of Brunerian “Possible worlds”. The role of narrative scenarios in children’s argumentative thinking
2019-1-1, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly, Convertini, Josephine
The significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation
2018-2-7, Rocci, Andrea, Greco, Sara, Schär, Rebecca, Convertini, Josephine, Perret-Clermont, Anne-Nelly, Iannaccone, Antonio
Construire sa place dans une activité collective entre enfants
2017-6-28, Convertini, Josephine, Gfeller, Fabienne, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly
Agency in the kitchen: learning to cook without meat
2017-3-24, Gfeller, Fabienne, Iannaccone, Antonio
Master students crossing boundaries: a study on extended socio-material environment
2018-8-27, Cattaruzza, Elisa, Iannaccone, Antonio, Kloetzer, Laure
Analysing Implicit premises within children’s argumentative inferences
2018, Greco, Sara, Perret-Clermont, Anne-Nelly, Iannaccone, Antonio, Convertini, Josephine, Rocci, Andrea, Schaer, Rebecca
Analysing implicit premises within children’s argumentative inferences
2017-6-21, Greco, Sara, Perret-Clermont, Anne-Nelly, Iannaccone, Antonio, Rocci, Andrea, Convertini, Josephine, Schär, Rebecca
Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task
2018-3-19, Lombardi, Elisabetta, Greco, Sara, Massaro, Davide, Schär, Rebecca, Manzi, Federico, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly, Marchetti, Antonella
This 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.
Children’s minds at work in argumentative activity
2017-9-1, Convertini, Josephine, Perret-Clermont, Anne-Nelly, Iannaccone, Antonio
Use of objects in children’s reasoning in cognitive tasks
2017-6-9, Mehmeti, Teuta, Convertini, Josephine, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly