Knowledge-oriented argumentation in children
Author(s)
Perret-Clermont, Anne-Nelly
Institut de psychologie et éducation
Arcidiacono, Francesco
Institut de psychologie et éducation
Lamas-Breux, Stéphanie
Faculté des lettres et sciences humaines
Greco, Sara
Institut de psychologie et éducation
Miserez-Caperos, Céline
Faculté des lettres et sciences humaines
Date issued
2015
In
Scrutinizing Argumentation in Practice, John Benjamins, 2015///135-150
Subjects
children’s argumentation reasoning knowledge-oriented argumentation communication social interaction
Abstract
This 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.
Publication type