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Perret-Clermont, Anne-Nelly

Nom
Perret-Clermont, Anne-Nelly
Affiliation principale
Site web
Fonction
Professeure émérite
Email
anne-nelly.perret-clermont@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/102
_
0000-0002-8611-9605

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  • Publication
    Métadonnées seulement
    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.
  • Publication
    Accès libre
    Learning and Instruction: Social-Cognitive Perspectives
    (2015)
    Carugati, Felice
    ;
    Perret-Clermont, Anne-Nelly 
    In this article, we try to expand the lenses classically used in social psychology of development, and in particular, in the post-Piagetian tradition, to recent contributions of social and cognitive dynamics in development and learning. Psychological development has to be redefined as involving socially framed, culturally mediated, and interpersonally negotiated processes, and the dynamic relation between the person, others, objects, and instruments that are reconfigured through teaching–learning activities. The units of analysis, besides the traditional focus on the individual and/or isolated cognitive event, also include nowadays peer interaction and partners' roles, dialogical processes, argumentation, and specific institutional features of human practices, as illustrated through experimental social psychology. According to this general framework, learning and thinking appear more clearly as the collaborative result of autonomous minds confronting viewpoints and cultural artifacts (tools, semiotic mediations, tasks, division of roles) and trying to manage differences, feedbacks, and conflicts to pursue their activities. Moving from one activity to another, and from one space to another (pretest, joint activity, posttest), children have to reorganize their understanding, their language, and the organization of their social interactions.
  • Publication
    Accès libre
    Introduction
    (Dordrecht, Heidelberg, London, New York: Springer, 2009)
    Muller Mirza, Nathalie
    ;
    Perret-Clermont, Anne-Nelly 
    ;
    Muller Mirza, Nathalie
    ;
    Perret-Clermont, Anne-Nelly 
  • Publication
    Accès libre
    Dynamiques interactives, apprentissages et médiations : analyses de constructions de sens autour d'un outil pour argumenter
    (Bruxelles: de Boeck, 2008)
    Muller Mirza, Nathalie
    ;
    Perret-Clermont, Anne-Nelly 
    ;
    Filletaz, Laurent
    ;
    Schubauer-Leoni, Maria Luisa
  • Publication
    Accès libre
    Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
    (2007)
    Muller Mirza, Nathalie
    ;
    Tartas, Valérie
    ;
    Perret-Clermont, Anne-Nelly 
    ;
    de Pietro, Jean-François
    ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by students debating a controversial question in history. We propose a descriptive approach of understanding and meaning-making processes based on two levels of analysis: (1) a topic meaning-making process oriented level and (2) an argumentation oriented level. We focus our studies on how the participants-small groups of students-develop understanding of the topic, their arguments and their interactions through the use of different functionalities of this software. Our results show that interactive and argumentative processes are themselves objects of learning and develop through collective activity. Development of the understanding of the topic through argumentation is discussed and linked to the design of the activity and the affordances of the Digalo software.