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  1.  12
    The Analysis of Implicit Premises Within Children’s Argumentative Inferences.Sara Greco, Anne-Nelly Perret-Clermont, Antonio Iannaccone, Andrea Rocci, Josephine Convertini & Rebecca Gabriela Schär - 2018 - Informal Logic 38 (4):438-470.
    This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...)
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  2.  3
    The Significance of the Adversative Connectives Aber, Mais, Ma (‘but’) as Indicators in Young Children’s Argumentation.Andrea Rocci, Sara Greco, Rebecca Schär, Josephine Convertini, Anne-Nelly Perret-Clermont & Antonio Iannaccone - 2020 - Journal of Argumentation in Context 9 (1):69-94.
    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 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: everyday family (...)
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  3.  9
    Do Adult-Children Dialogical Interactions Leave Space for a Full Development of Argumentation?Sara Greco, Teuta Mehmeti & Anne-Nelly Perret-Clermont - 2017 - Journal of Argumentation in Context 6 (2):193-219.
    This paper sets out to analyse a case study of adult-children interaction in an educational context from a perspective of argumentation. We select a case in which 3 argumentative discussions are opened and we analyse them with the aim of understanding whether they are fully developed from a point of view of argumentation; or whether they are cut short and why. Our focus is not on the children’s individual productions but on the process of interaction. We assume the pragma-dialectical model (...)
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  4.  13
    Emergent Learning in Successive Activities: Learning in Interaction in a Laboratory Context.Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
    The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...)
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  5.  18
    From the Study of Psychological Stages to the Understanding of the Processes Involved in the Cognitive Development of Child and Pupil.Anne-Nelly Perret-Clermont - 1982 - Behavioral and Brain Sciences 5 (2):259-260.
  6.  14
    Emergent Learning in Successive Activities Learning in Interaction in a Laboratory Context. [REVIEW]Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
    The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...)
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  7.  6
    Review of Schwarz, Baruch B. & Michael J. Baker Dialogue, Argumentation and Education: History, Theory and Practice. [REVIEW]Anne-Nelly Perret-Clermont - 2018 - Journal of Argumentation in Context 7 (1):101-107.
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  8. Psychosocial Processes in Argumentation.Nathalie Muller Mirza, Anne-Nelly Perret-Clermont, Valérie Tartas & Antonio Iannaccone - 2009 - In Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.), Argumentation and Education. Springer.
     
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  9.  3
    Learning Processes Within and Between Successive Activities in a Laboratory Context.Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
  10.  3
    Do I Choose? Attribution and Control in Students of a Technical School1.Claude Albert Kaiser, Anne-Nelly Perret-Clermont & Jean-François Perret - 2000 - In Walter J. Perrig & Alexander Grob (eds.), Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer. Erlbaum.
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  11.  4
    What Is It That Develops?Anne-Nelly Perret-Clermont - 1993 - Ethics and Behavior 11 (3):197-205.
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