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Analysing children's implicit argumentation: Reconstruction of procedural and material premises

English title Analysing children's implicit argumentation: Reconstruction of procedural and material premises
Applicant Perret-Clermont Anne-Nelly
Number 156690
Funding scheme Project funding (Div. I-III)
Research institution Institut de psychologie et éducation Faculté des lettres et sciences humaines Université de Neuchâtel
Institution of higher education University of Neuchatel - NE
Main discipline Education and learning sciences, subject-specific education
Start/End 01.02.2015 - 28.02.2019
Approved amount 449'425.00
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All Disciplines (2)

Discipline
Education and learning sciences, subject-specific education
Applied linguistics

Keywords (15)

Children; Cultural premises; Argumentation; Conversation; Inferential configuration of arguments; Objects; Implicit; Learning; Loci; Endoxa; Communication; Maxims; Social interactions; Reasoning; Adult-child interaction

Lay Summary (French)

Lead
La richesse de l'argumentation de l'enfant est souvent sous-estimée faute d'une prise en compte de ses prémisses implicites. Nous voulons tenter de dépasser une vision centrée sur les "déficits" des élèves pour découvrir, sous un jour nouveau, la complexité de leurs raisonnements et donc leurs potentialités. Pour ce faire, nous collecterons deux corpus d'argumentations spontanées: 1) dans des situations de vie quotidienne; et 2) autour de tâches techniques proposées dans un cadre plus formel.
Lay summary

Contenu et objectifs du travail de recherche

L'école cherche à développer les compétences de raisonnement des enfants, notamment via des exercices d'argumentation. Or, ceux-ci sont difficiles à mettre en place probablement  parce que notre compréhension de la pensée de l'enfant ne donne pas suffisamment à voir sa complexité.

Notre recherche consistera à récolter des argumentations spontanées d'enfants âgés de 2 à 6 ans, dans différents contextes, puis à les analyser, sous deux angles: 1) dans une perspective pragma-dialectique, en tant qu'éléments d'une interaction argumentative ou "discussion critique" (van Eemeren & Grootendorst 2004); et 2) à l'aide de l' Argumentum Model of Topics développé par Rigotti & Greco Morasso (2009, 2010) afin  de faire apparaître d'une part la nature de leurs procédures inférentielles et, d'autre part, les réalités que les enfants considèrent être des allant-de-soi et qu'ils ne rendent donc pas explicites.

Ceci devrait permettre d'entrer dans une zone, peu explorée jusqu'à présent, celle des implicites expérientiels et  culturels des enfants qu'ils mobilisent lorsqu'ils raisonnent.

 

Contexte scientifique et social du projet de recherche

Notre but est de contribuer à mieux comprendre pourquoi apprendre à argumenter dans le contexte formel de l'école semble si difficile (Muller Mirza & Perret-Clermont, 2009) alors que tous les parents savent combien les enfants sont prompts à argumenter dans la vie quotidienne. Nous espérons que nos données permettront de clarifier certains problèmes de communication en classe dus à une méconnaissance des prémisses implicites des élèves. Nous souhaitons aussi contribuer aux débats en cours dans la théorie de l'argumentation qui a relativement peu examiné la situation spécifique des enfants.

Direct link to Lay Summary Last update: 22.12.2014

Responsible applicant and co-applicants

Employees

Publications

Publication
Inference in Argumentation: A Topics-Based Approach to Argument Schemes
Rigotti Eddo, Greco Sara (2019), Inference in Argumentation: A Topics-Based Approach to Argument Schemes, Springer International Publishing, Cham.
Shifting from a monological to a dialogical perspective on children's argumentation. Lessons learned.
Perret-Clermont Anne-Nelly, Schär Rebecca, Greco Sara, Convertini Josephine, Iannaccone Antonio, Rocci Andrea (2019), Shifting from a monological to a dialogical perspective on children's argumentation. Lessons learned., in Garssen Bart, van Eemeren Frans H. (ed.), Benjamins, Amsterdam, 211-236.
The analysis of implicit premises within children’s argumentative inferences
Greco Sara, Perret-Clermont Anne-Nelly, Iannaccone Antonio, Rocci Andrea, Convertini Josephine, Schär Rebecca (2018), The analysis of implicit premises within children’s argumentative inferences, in Informal Logic. Reasoning and argumentation in theory and practice, 38(4), 438-470.
Adding a temporal dimension to the analysis of argumentative discourse: justified reframing as a means of turning a single-issue discussion into a complex argumentative discussion
Greco Sara, Schär Rebecca, Pollaroli Chiara, Mercuri Chiara (2018), Adding a temporal dimension to the analysis of argumentative discourse: justified reframing as a means of turning a single-issue discussion into a complex argumentative discussion, in Discourse Studies, 20(6), 726-742.
Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task
Lombardi Elisabetta, Marchetti Antonella, Massaro Davide, Manzi Federico, Greco Sara, Perret-Clermont Anne-Nelly, Iannaccone Antonio, Schär Rebecca (2018), Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task, in Learning, Culture and Social Interaction, 1-15.
On the negotiation of issues in discussions among small children and their parents
Schär R. (2018), On the negotiation of issues in discussions among small children and their parents, in Travaux Neuchâtelois de Linguistique (TRANEL), 68, 17-25.
Review of the book "Dialogue, argumentation and education: History, theory and practice", by Baruch B.Schwarz & Michael J.Baker
Perret-Clermont Anne-Nelly (2018), Review of the book "Dialogue, argumentation and education: History, theory and practice", by Baruch B.Schwarz & Michael J.Baker, in Journal of Argumentation in Context, 7(1), 101-107.
The Emergence of Issues in Everyday Discussions Between Adults and Children
Schär Rebecca, Greco Sara (2018), The Emergence of Issues in Everyday Discussions Between Adults and Children, in International Journal of Semiotics and Visual Rhetoric, (1), 29-43.
Argumentation in Dialogue: Final Conclusions
Arcidiacono Francesco, Iannaccone Antonio (2017), Argumentation in Dialogue: Final Conclusions, in Arcidiacono Francesco, Bova Antonio (ed.), Springer, New-York, 201-218.
Definitional arguments in children's speech
Schär Rebecca (2017), Definitional arguments in children's speech, in L'analisi linguistica e letteraria, 173-192.
Do adult-children dialogical interactions leave space for a full development of argumentation?: A case study
Greco Sara, Perret-Clermont Anne-Nelly, Mehmeti Teuta (2017), Do adult-children dialogical interactions leave space for a full development of argumentation?: A case study, in Journal of Argumentation in Context, (2), 195-221.
Getting Involved in an Argumentation in Class as a Pragmatic Move: Social Conditions and Affordances.
Greco Sara, Mehmeti Teuta, Perret-Clermont Anne-Nelly (2016), Getting Involved in an Argumentation in Class as a Pragmatic Move: Social Conditions and Affordances., in Lewinski Marcin, Mohammed Dima (ed.), College Publications, London, 463-478.
L'enfant dans la discussion: Questions de légitimité, de confiance et d'interprétation de sa parole
Greco Sara (2016), L'enfant dans la discussion: Questions de légitimité, de confiance et d'interprétation de sa parole, in FAMPRA - Die Praxis des Familienrechts, (2), 402-415.
Seeking Success of Migrant Students through Designed Tasks: A Case Study with Albanian Students in Switzerland
Perret-Clermont Anne-Nelly, Mehmeti Teuta (2016), Seeking Success of Migrant Students through Designed Tasks: A Case Study with Albanian Students in Switzerland, in Surian Alessio (ed.), Sense Publishers, Rotterdam, 137-150.
Uses of arguments from definition in children
Schär Rebecca (2016), Uses of arguments from definition in children, in Proceedings of the 11th International Conference of the Ontario Society of the Study of Argumentatio, University of Windsor, Windsor, Canada.

Datasets

ArgImp_Schär_observations

Author Schär, Rebecca
Publication date 30.05.2018
Persistent Identifier (PID) PhD thesis
Repository Serveur de UniNE et serveur de USI.
Abstract
Enregistrements audios + des transcriptions d'observations d'enfants de 2 à 6 ans en famille

ArgImp_Convertini_observations

Author Convertini, Josephine
Publication date 18.02.2019
Persistent Identifier (PID) Thèse de doctorat UniNE
Repository Serveur UniNE et serveur USI
Abstract
Enregitrements video + transcriptions d'observations d'enfants de 2 à 6 ans dans des situations de résolution de problème technique

Bibliographie_ArgImp

Author Perret-Clermont, Anne-Nelly; Greco, Sara; Iannaccone, Antonio; Rocci, Andrea; Schär, Rebecca; Convertini, Josephine; Rocci, Andrea
Publication date 10.04.2019
Persistent Identifier (PID) outputs
Repository Serveur UniNE et serveur USI
Abstract
Bibliographie (avec textes attachés et mots-clefs) du projet ArgImp. A usage interne pour deux raisons: certains textes ne sont pas libres de droits sauf pour l'usage interne; les références sont accompagnées de commentaires à usage privé en vue de nos recherches ultérieures.

Collaboration

Group / person Country
Types of collaboration
Department of Foreign languages and literatures, Università Cattolica di Milano Italy (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Université de Helsinki (Prof. Kriistina Kumpulainen; Dr Antti Rajala) Finland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Industry/business/other use-inspired collaboration
School of Education, The Hebrew University of Jerusalem Israel (Asia)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
HEP-BEJUNE (Alaric Kohler) Switzerland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Industry/business/other use-inspired collaboration
Department of Psychology, Kyoto University (Prof. Ikatura) Japan (Asia)
- in-depth/constructive exchanges on approaches, methods or results
Prof. Charis Psaltis, University of Cyprus, Nicosia Cyprus (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Exchange of personnel
Università di Bologna Dipartimento di Psicologia Italy (Europe)
- in-depth/constructive exchanges on approaches, methods or results
University of Göteborg Department of Education, Communication and Learning Sweden (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Exchange of personnel
LIDILEM.Université de Grenoble-Alpes France (Europe)
- in-depth/constructive exchanges on approaches, methods or results
University of Cambridge (UK) Educational Dialogue Research Group Great Britain and Northern Ireland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
CNRS HDR-Télécom Paris Tech (Michael Baker) France (Europe)
- in-depth/constructive exchanges on approaches, methods or results
Università Cattolica del Sacro Cuore, Milan, Research group on the Theory of Mind (Prof. Marchetti) Italy (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Exchange of personnel
University of Belgrade, Department of Psychology Serbien (Europe)
- in-depth/constructive exchanges on approaches, methods or results

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
Colloque international Corpus philo: corpus a(p)prendre Philéduc, Laboratoire LiDiLEM, Grenoble Talk given at a conference "Quel est le problème du problème?" 20.11.2019 Grenoble, France Perret-Clermont Anne-Nelly;
3rd European Conference on Argumentation – ECA 2019 Reason to Dissent Talk given at a conference (Un)expected arguments? An analysis of children's contributions in contexts pre-designed by adults 24.06.2019 Groningen, Pays-Bas, Netherlands Perret-Clermont Anne-Nelly; Convertini Josephine; Iannaccone Antonio; Greco Sara;
"Young children in argumentative discussions" International Workshop Neuchâtel, January 8-9, 2019 Talk given at a conference Introduction et présentation des recherches ArgImp + Synthèse finale. 08.01.2019 Neuchâtel, Switzerland Greco Sara; Iannaccone Antonio; Perret-Clermont Anne-Nelly; Schär Rebecca; Convertini Josephine; Rocci Andrea;
Research workshop.Department of Psychology, Kyoto University Individual talk Argumentative minds: what are the challenges in child-robot interactions? 16.10.2018 Kyoto University, Japan Iannaccone Antonio;
UNESCO Chair "EducationS et Santé" (Kick-off meeting) Talk given at a conference The role of critical thinking in promoting children's learnings about health. 10.10.2018 Paris, France Iannaccone Antonio;
XXXI Congresso Nazionale Sezione di Psicologia dello sviluppo e dell'educazione
 Talk given at a conference "Una giustificazione sbagliata è un buon argomento? Teoria della Mente e Argomentazione nel contesto sperimentale". Contributo al symposium " Saper comunicare: il ruolo della teoria della mente e della pragmatica". 17.09.2018 Torino , Italy Iannaccone Antonio; Schär Rebecca; Greco Sara; Perret-Clermont Anne-Nelly;
EARLI SIG 25 & 17 Conference:" Dialogue between ontology and epistemology: New perspectives on theory and methodology in research on learning and education" Talk given at a conference Considering teachers as dispute mediators? The design of dialogical spaces. 27.08.2018 Cambridge, UK, Great Britain and Northern Ireland Greco Sara;
EARLI SIG 25 & 17 Conference:" Dialogue between ontology and epistemology: New perspectives on theory and methodology in research on learning and education" Talk given at a conference "The "untold Piaget" could. How he could shed light on the future of developmental psychology, education and epistemology". Keynote lecture. 27.08.2018 Cambridge , Great Britain and Northern Ireland Perret-Clermont Anne-Nelly;
9th International Conference on Argumentation, ISSA (International Society for the Study of Argumentation) Talk given at a conference "A contribution from argumentation theory to the study of young children's reasoning in play activities " 03.07.2018 Amsterdam, Netherlands Rocci Andrea; Convertini Josephine; Greco Sara; Schär Rebecca; Perret-Clermont Anne-Nelly; Iannaccone Antonio;
Mobility and Argument in motion. Workshop convened by Dima Mohammed Talk given at a conference Notes 02.07.2018 University of Amsterdam, Netherlands Perret-Clermont Anne-Nelly;
Workshop "Mobility and Argument in motion" Talk given at a conference Notes 02.07.2018 University of Amsterdam, Netherlands Perret-Clermont Anne-Nelly;
48th Annual Meeting of The Jean Piaget Society (avec A. Kohler) Talk given at a conference From the monological centration on the individual's errors to the dialogical consideration of situations of misunderstanding. 31.05.2018 Amsterdam, Netherlands Perret-Clermont Anne-Nelly;
48th Annual Meeting of The Jean Piaget Society Talk given at a conference The intriguing questions of children’s technical activities: how perceptions but also actions and thoughts are supported by sociomaterial “spaces for thinking” 31.05.2018 Amsterdam, Netherlands Iannaccone Antonio;
48th Annual Meeting of The Jean Piaget Society:“The Dynamics of Development: Process, (Inter-)Action, & Complexity” Talk given at a conference Organisation du symposium “Cognition in interaction: beyond the socio-cultural and dialogical turn.”  31.05.2018 Amsterdam, Netherlands Perret-Clermont Anne-Nelly; Iannaccone Antonio;
IANUA-ISSUGE Institute of Higher Studies of the University of Genoa Individual talk The socio-material ground of psychological activities: different applications 07.04.2018 Institute of Higher Studies of the University of Genoa IANUA-ISSUGE, Italy Iannaccone Antonio;
Rencontres MAPS Université de Neuchâtel Individual talk Porter un nouveau regard sur les pratiques argumentatives des enfants : Au-delà des conceptions qui les considèrent irrationnelles ou immatures 27.03.2018 Université de Neuchâtel, Switzerland Convertini Josephine; Iannaccone Antonio; Perret-Clermont Anne-Nelly;
Argumentative Gesprächkompetenz in der Schule – Interdisziplinäre Perspektiven Talk given at a conference Argumentative competence in young children. A psychological approach 15.02.2018 Basel, Switzerland Perret-Clermont Anne-Nelly;
Argumentative Gesprächkompetenz in der Schule – Interdisziplinäre Perspektiven Talk given at a conference Argumentationstheorie 15.02.2018 University of Basel, Switzerland Greco Sara;
Argumentation and Language (ARGAGE) Talk given at a conference The significance of the adversative connectives aber, mais, ma ("but") as indicators in young children's argumentation" 07.02.2018 USI, Lugano, Switzerland Iannaccone Antonio; Greco Sara; Rocci Andrea; Convertini Josephine; Schär Rebecca; Perret-Clermont Anne-Nelly;
International Society for the Study of Behavioral Development. Workshop Talk given at a conference The richness and complexity of the children’s work in the argumentative process: a focus on relationship management 05.02.2018 Milano, Italy Convertini Josephine;
International Workshop "Beyond the information given": reflections on the legacy of Jerome Bruner Talk given at a conference The imaginative space of arguing children as explorers of possible worlds. 27.10.2017 University of Firenze, Italy Iannaccone Antonio;
"Dialogue, Interaction and Culture: Multidisciplinary perspectives on language use in everyday life." International Association for Dialogue Analysis (IADA) Talk given at a conference Good arguments for wrong answers: a different point of view on 2nd order false belief task children's justifications 14.10.2017 Bologna, Italy Greco Sara; Schär Rebecca; Perret-Clermont Anne-Nelly; Iannaccone Antonio;
"Dialogue, Interaction and Culture: Multidisciplinary perspectives on language use in everyday life." International Association for Dialogue Analysis (IADA) Talk given at a conference Argumentation as dialogic interaction in everyday talk: Adults and children 'playing by the rules' in board game play 13.10.2017 Bologna, Italy Perret-Clermont Anne-Nelly; Schär Rebecca; Greco Sara; Iannaccone Antonio;
EARLI 2017. 17th Biennal Conference for Research on Learning and Instruction Talk given at a conference "Children’s minds at work in argumentative activity" 27.08.2017 Tampere, Finland Convertini Josephine; Iannaccone Antonio; Perret-Clermont Anne-Nelly;
Congrès de la Société Suisse pour la Recherche en Education 2017 Talk given at a conference Construire sa place dans une activité collective entre enfants 26.06.2017 Fribourg, Switzerland Perret-Clermont Anne-Nelly; Convertini Josephine; Iannaccone Antonio;
2nd European Conference on Argumentation ECA Poster On the negotiation of the issue in adult-children discussions 20.06.2017 Fribourg, Switzerland Schär Rebecca;
2nd European Conference on Argumentation ECA Talk given at a conference Analyzing implicit premises within children's argumentative inferences 20.06.2017 Fribourg, Switzerland Schär Rebecca; Rocci Andrea; Perret-Clermont Anne-Nelly; Iannaccone Antonio; Greco Sara; Convertini Josephine;
ECA Doctoral School 2017 Talk given at a conference The «ArgImp» project 19.06.2017 Lugano, Switzerland Schär Rebecca; Iannaccone Antonio; Greco Sara; Perret-Clermont Anne-Nelly; Rocci Andrea; Convertini Josephine;
47th Annual Meeting of the Jean Piaget Society Talk given at a conference Use of objects in children’s reasoning in cognitive tasks 08.06.2017 San Francisco, United States of America Convertini Josephine; Iannaccone Antonio; Perret-Clermont Anne-Nelly;
Cours de psychologie des interactions du Prof. Laure Klötzer Individual talk "Que retenir de Jean Piaget aujourd'hui ?" 30.03.2017 Neuchâtel, Switzerland Perret-Clermont Anne-Nelly;
Young Researcher's Conference of the CRIS (Keynote address) Talk given at a conference Studying argumentation as a means to manage conflict in social interaction: an interdisciplinary journey 17.02.2017 Neuchâtel, Switzerland Greco Sara;
Young Researcher's Conference of the CRIS Talk given at a conference On the negotiation of the issue in discussions among small children and their parents 16.02.2017 Neuchâtel, Switzerland Schär Rebecca;
Lecture on the occasion of the reception of a doctorate honoris causa Individual talk "Found and lost in dialogue. In search of cognitive development". 20.10.2016 Göteborg, Sweden Perret-Clermont Anne-Nelly;
Studio de l'Institut de Psychologie et Education, Université de Neuchâtel Talk given at a conference Présentation des recherches en cours sur l'argumentation 20.10.2016 Neuchâtel, Switzerland Convertini Josephine; Iannaccone Antonio; Perret-Clermont Anne-Nelly;
Reflective Minds and Communities EARLI SIG 10 & 21& 25 Talk given at a conference "Multiplicity of cognitive demands in a PISA item".Contribution to the Symposium convened by Jelena Radisic, Aleksander Baucal & Roger Säljö: "Large scale assessments as tools for reflection on the teaching and learning process". 28.08.2016 Tartu, Estonia Perret-Clermont Anne-Nelly; Iannaccone Antonio;
Colloque EARLI SIG 26 “Argumentation, Dialogue and Reasoning” Talk given at a conference “Loss of meaning in trying to make the issue meaningful” 22.08.2016 Ghent, Belgium Rocci Andrea; Perret-Clermont Anne-Nelly; Iannaccone Antonio; Convertini Josephine;
Colloque EARLI SIG 26 “Argumentation, Dialogue and Reasoning” Talk given at a conference "Triangulation of perspectives in physics classes" 22.08.2016 Ghent, Belgium Perret-Clermont Anne-Nelly;
Colloque EARLI SIG 26 “Argumentation, Dialogue and Reasoning” Talk given at a conference Convenors of symposium « Intersubjectivity around the issue in children's discussions» with the participation of Josephine Convertini, Antonio, Iannaccone, Martin Luginbühl, Vera Mundwiler, Andrea Rocci & Rebecca Schär. Discutant: Michael Baker 22.08.2016 Ghent, Belgium Greco Sara; Perret-Clermont Anne-Nelly;
Colloque EARLI SIG 26 «Argumentation, Dialogue and Reasoning” Talk given at a conference Exposé comme discutante du symposium "Beyond idealized models of small group dialogic thinking" organisé par Baruch Schwartz avec la participation de R.C. Anderson, I. Cohen, M.L. Franke, S. Hennessy, C. Howe, M.M. Ing, N.C. Johnson, N. Mercer, Ma Shufeng 22.08.2016 Ghent, Belgium Perret-Clermont Anne-Nelly;
Colloque EARLI SIG 26 “Argumentation, Dialogue and Reasoning” Talk given at a conference The emergence of issues in everyday discussions between adults and children 22.08.2016 Ghent, Belgium Schär Rebecca; Greco Sara;
Workshop “Argumentation and learning”, Faculty of Education, University of Cambridge (UK) - Invited talk Talk given at a conference Implicit argumentation in adult-child discussions 12.07.2016 Cambridge, UK, Great Britain and Northern Ireland Greco Sara;
Congrès de la Société Suisse pour la Recherche en Education 2016 Talk given at a conference "Je te raconte une histoire pour t’aider à comprendre ". Pluralité de perspectives conversationnelles et actualisation des pratiques argumentatives chez l’enfant". Communication au Symposium "Mais de quoi parle-t-on ? Analyses des interactions dans des si 29.06.2016 Université de Lausanne, Switzerland Perret-Clermont Anne-Nelly; Iannaccone Antonio; Convertini Josephine;
Congrès de la Société Suisse pour la Recherche en Education 2016 Poster Learning argumentation while playing with LEGO? An experimental project 29.06.2016 Université de Lausanne, Switzerland Schär Rebecca; Greco Sara;
International Symposium "Scientific school of Vygotsky: traditions and innovations Talk given at a conference The influence of the ideas of L.S. Vygotsky and J. Piaget on modern research of the development problem 29.06.2016 Moscou, Russia Perret-Clermont Anne-Nelly;
OSSA Conference on argumentation Talk given at a conference Uses of argument from definition in children's argumentation 18.05.2016 Windsor, Canada, Canada Schär Rebecca;
European Sociocultural Psychology Network (CUPSYNET) Talk given at a conference An argumentative analysis of the emergence of issues in adult-children discussions 15.04.2016 Lecce, Italy Schär Rebecca;
Argupolis (ProDoc FNS) Final Days Talk given at a conference Analysing children's discussions: A psychosocial and argumentative analysis. Concluding remarks 14.01.2016 Lugano, Switzerland Perret-Clermont Anne-Nelly;
EDUCOLA 2016 Education Langage Cognition, Lyon Talk given at a conference Conférence plénière: "Quelques outils théoriques et recherches au carrefour de la linguistique, de la cognition et de l'éducation " 14.01.2016 Lyon, France Perret-Clermont Anne-Nelly;
Epiday - Internal PhD presentation day at the Faculty of Communication Sciences, USI Poster Argumentative Analysis of the emergence of issues in adult-children discussions 16.12.2015 USI, Lugano, Switzerland Schär Rebecca;
Istituto INVALSI. Workshop on PISA. Talk given at a conference Cognitive operations and meaning inferences in the Robberies item of PISA and its implicits. 03.12.2015 Rome. Istituto INVALSI, Italy Perret-Clermont Anne-Nelly; Iannaccone Antonio;
17th European Conference of Developmental Psychology, University of Minho Talk given at a conference Discussant of the symposium "Pragmatics of the object and self-directed gestures in prelinguistic children", convened by Cintia Rodríguez, with María Muñoz, Cintia Rodríguez & José Luis de los Reyes, Virginie Dutrannois, Ana Moreno & Edgardo Miranda, and 08.09.2015 Braga, Portugal Perret-Clermont Anne-Nelly;
International Conference Anthropologies of dialogue, 25th anniversary of the International Association for Dialogue Analysis (IADA) Talk given at a conference Analysing children's implicit argumentation: some methodological reflections on an interdisciplinary research effort. Contribution to the Panel organized by Christine Sorsana & Alain Trognon . "Learning from social interaction: “state of the art” of 27.08.2015 Nancy, France Perret-Clermont Anne-Nelly; Greco Sara;
1st European Conference on Argumentation (ECA), Lisbon, Portugal. Talk given at a conference Getting involved in an argumentation in class as a pragmatic move: Social conditions and affordances. Mehmeti Teuta 09.06.2015 Lisbon, Portugal Perret-Clermont Anne-Nelly; Greco Sara;


Self-organised

Title Date Place
"Young children in argumentative discussions" International Workshop, Neuchâtel, January 8-9, 2019 08.01.2019 Neuchâtel, Switzerland

Knowledge transfer events

Active participation

Title Type of contribution Date Place Persons involved
Séminaire avec l'équipe de direction du Cercle Scolaire du Val de Ruz Workshop 04.06.2018 Collège de la Fontenelle, Cernier, Switzerland Perret-Clermont Anne-Nelly;
"Curriculum verticale di argomentazione". Workshop for middle-high school teachers 2017 Workshop 23.11.2017 Bologna, Italy Greco Sara;
Introduction to teaching argumentation in the classroom - lecture for prospective school teachers Workshop 20.05.2016 Locarno, SUPSI, Switzerland Greco Sara;
L’argumentation chez les petits enfants. Presented at Cours de linguistique française of Prof. S. Cigada at Catholic University of Sacred Heart in Brescia, Italy Talk 10.05.2016 Brescia, Italy Schär Rebecca;
Cognitive operations and meaning inferences in the Robberies item of PISA and its implicits (avec T. Mehmeti) Workshop on PISA Talk 03.12.2015 Rome, Italy Iannaccone Antonio; Perret-Clermont Anne-Nelly;
Accademia. Continuing education for school teachers Talk 17.07.2015 Milan, Italy Rocci Andrea; Greco Sara;
"Créer des espaces adéquats pour les interactions sociales. "Forum interculturel d'expression ludocreative organisé par R. Dinello et l'Association Expression Ludocréative et FLALU Fédération Latino-Américaine de Ludocréativité. Talk 08.07.2015 Yverdon, Switzerland Perret-Clermont Anne-Nelly;


Self-organised

Title Date Place
Experimental lessons on argumentation - using 'LEGO SERIOUS PLAY' methods 21.10.2015 Lugano, Switzerland

Communication with the public

Communication Title Media Place Year
Media relations: radio, television "La force émancipatrice du savoir". Intervention à l'invitation de Julien Magnollay  dans Tribu RTS Western Switzerland 2019
Print (books, brochures, leaflets) I mondi possibili. Bambini, Aprile 2018, 4, 22-25 International 2018
New media (web, blogs, podcasts, news feeds etc.) https://www.usi.ch/it/feeds/3456 USI online news Italian-speaking Switzerland International 2017

Awards

Title Year
Doctorat honoris causa de l'Université de Göteborg (Suède) 2016
Médaille Yelpanov de la Moscow State University of Psychology and Education 2016

Associated projects

Number Title Start Funding scheme
137148 Argumentation practices in context. Argupolis II 01.01.2012 ProDoc
170004 The inferential dynamics of reframing within dispute mediators’ argumentation 01.03.2017 Project funding (Div. I-III)
123102 The development of argumentation in children's interactions within ad hoc experimental and classroom contexts 01.06.2009 ProDoc

Abstract

The importance of argumentation in educational activities is widely acknowledged in relation to cognitive as well as social development. However, concerning small children, psychological studies are divided between those which provide evidence for an early emergence of argumentation and those in which it is claimed that argumentative skills develop according to age and educational inputs. In order to solve this apparent contradiction, some authors advocate that understanding and evaluating argumentative skills is not possible without taking the process of argumentation into account as a situated activity. If the child is considered as a partner in conversation rather than as an object of research, a different account of children’s capacities for reasoning emerges. Notably, in order to fully understand what happens in conversation, one should take implicit background assumptions into account. In other words, the problem is understanding contextual and cultural premises that are left implicit by children - and adults discussing with them.Yet a systematic study of implicit in argumentation processes in which small children are involved has not been undertaken up to now. We find that theoretical and methodological tools are readily available for this purpose from recent developments of argumentation theory. As a consequence, we see that a new perspective is now possible for psycho-educational research on children’s argumentation via the integration of these tools from argumentation theory. Our project sets out to explore children’s contributions to argumentative discussions, with a particular focus on the role played by implicit premises. Our core theoretical and methodological innovation lies in the introduction of the Argumentum Model of Topics (Rigotti & Greco Morasso 2009, 2010) for the study of implicit premises in the general framework of an argumentation process understood as a critical discussion (van Eemeren & Grootendorst 2004, van Eemeren 2010).The advantages of the Argumentum Model of Topics (AMT) for the reconstruction of (partially) implicit premises of children’s argumentation revolve around two axes. Methodologically, the AMT represents a tool to reconstruct implicit in argumentation because the analyst can use the model as a grid to elicit premises of different types and then check if they hold. At the theoretical level, differently from other models, the AMT systematically distinguishes between premises of procedural (logical) nature and premises of material nature (which ground argumentation in the interlocutors’ supposedly shared knowledge). Procedural and material premises are intertwined in real-life argumentation; both are equally important because argumentation presupposes rationality (logical consistency) but it is anchored to the context in which interlocutors discuss. With the AMT, it will thus be possible to access children’s forms of reasoning (procedural component) but to do so in such a way that the situated nature of reasoning is also included in the analysis (material component).We will analyse small children’s (2-6 years) spontaneous argumentation in different settings (informal discussions, settings in which adults have defined the issues to be discussed, and settings in which material objects are present).The rationale for our research ultimately lies in the effort to contribute to foster argumentation in education. However, we believe that this goal will be better reached if, before planning how to foster argumentation, we step back and consider the inferential configuration of children’s arguments. At the present stage, there is a need to better understand why learning to argue seems so difficult to achieve in the formal settings of schools and yet it seems to be part and parcel of daily life. We expect our study to help clarify some problems in adult-child communication due to misunderstandings of implicit premises, thus opening new perspectives for research in education. The study will also contribute to advances in argumentation theory, in particular concerning children’s (knowledge-oriented and pragmatic) argumentation as well as the emergence of argumentative discussions from problematic issues before the establishment of clear-cut standpoints.
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