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The development of argumentation in children's interactions within ad hoc experimental and classroom contexts

Titre du projet
The development of argumentation in children's interactions within ad hoc experimental and classroom contexts
Description
This project aims at developing observational and quasi-experimental studies to explore how argumentation emerges as a context-bounded activity in children who are invited to reach a joint decision or solve a common task in an ad hoc designed setting. It takes place at the crossroads of different lines of research: a neo-piagetian and neo-vygotskian concern for the socio-cognitive development of higher psychological processes; a socio-cultural approach of participative interactions within goal-directed activities; and the recent advances of argumentation theories. It seems the proper moment to revisit these classical studies, as well as the post-piagetian studies of conservation in conversation, with the possibility, now available, to reconsider the argumentation in children's talk beyond Piaget's own reductionistic logicism on these matters. The main goal of the project is to contribute to the understanding of the psychosocial processes that are involved in argumentation. We will concentrate on 4- to 7-years- old children, using tasks inspired by the piagetian tradition, that have already been widely studied in the literature (mainly conservations tasks, perhaps others). The project will imply two different contexts: the laboratory, in which we will concentrate on the observation of argumentative activities organized by the researcher in controlled settings in order to contribute to quasi-experimental research; and the classroom, in which we will design activities in collaboration with the teacher. Special attention will be paid to the implicit rules that structure the life of a classroom in order to examine to which extend they sustain socio-cognitive interactions such as argumentation.
Chercheur principal
Statut
Completed
Date de début
1 Juin 2009
Date de fin
31 Mai 2012
Chercheurs
Sinclaire Harding, Lysandra
Organisations
Identifiant interne
15546
identifiant
https://libra.unine.ch/handle/123456789/1537
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Who is the expert, who is the novice ? An experimental and interlocutory analysis of learning in dyads"

2005-9-20, Marro, Pascale

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Les jeunes enfants en interaction autour d'une activité cognitive: quand le genre s'en mêle

2013-4-13, Lamas-Breux, Stéphanie, Miserez-Caperos, Céline, Perret-Clermont, Anne-Nelly

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Adult-children interactions in quasi-experimental situations: When misunderstandings emerge in the discussion

2015-6-29, Miserez-Caperos, Céline

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Argumentative analysis of children-adult interactions

2011-12, Miserez-Caperos, Céline

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Pourquoi? Parce que. Explication et argumentation dans deux tâches scolaires: une illustration des genres textuels? (Mémoire de Master)

2011, Lamas-Breux, Stéphanie

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Are there dialogical aspects in the Piagetian interview?

2010-2-13, Miserez-Caperos, Céline, Perret-Clermont, Anne-Nelly, Sinclaire-Harding, Lysandra

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Why should I argue?

2011-9-8, Perret-Clermont, Anne-Nelly, Miserez-Caperos, Céline, Lamas-Breux, Stéphanie

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Argumentation in the Piagetian clinical interview: a step further in dialogism

2013, Sinclaire-Harding, Lysandra, Miserez-Caperos, Céline, Arcidiacono, Francesco, Perret-Clermont, Anne-Nelly, Ligorio, B., César, Margarida

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Reprendre la parole de l’autre dans une situation d’entretien piagétien

2012-11-17, Lamas-Breux, Stéphanie, Perret-Clermont, Anne-Nelly

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The role of accessories in the "staging" of Piagetian interviews

2014-11-26, Lamas-Breux, Stéphanie, Mehmeti, Teuta, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly

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