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Université de Neuchâtel

Shifting from a monological to a dialogical perspective on children’s argumentation. Lessons learned

Perret-Clermont, Anne-Nelly ; Schär, Rebecca G. ; Greco, Sara ; Convertini, Josephine ; Iannaccone, Antonio ; Rocci, Andrea

In: Argumentation in actual practice. Topical studies about argumentative discourse in context, 2019, p. 211-236

When two- to six-year-old children contribute to argumentative discussion, how do they reason? Can Argumentation theory, a discipline that up to now has largely focused on adult expert productions, contribute to a psychological understanding of the child? And, in turn, can a close examination of children's argumentative moves contribute to the study of inference in argumentation? Our...

Université de Neuchâtel

Meeting Vitaly Rubtsov amid the Scenery of the '80s

Perret-Clermont, Anne-Nelly

In: Cultural-Historical Psychology, 2018, vol. 14, no. 4, p. 19-21

Université de Neuchâtel

Interactuar y conocer : desafíos y regulaciones sociales en el desarrollo cognitivo

Perret-Clermont, Anne-Nelly ; Nicolet, Michel

Buenos Aires, Madrid : Miño y Dávila, 1992

(Psicopedagogía y aprendizaje)

ISBN: 950-9468-29-4

Université de Neuchâtel

Analysing Implicit Premises Within Children’s Argumentative Inferences

Greco, Sara ; Perret-Clermont, Anne-Nelly ; Iannaccone, Antonio ; Rocci, Andrea ; Convertini, Josephine ; Schär, Rebecca G.

In: Argumentation and Inference: Proceedings of the 2nd European Conference on Argumentation, Fribourg 2017, 2017, vol. 1, no. 7, p. 147-167

This paper presents preliminary findings of the project “Analysing children’s implicit argumentation”. We propose to reconstruct implicit premises of children’s arguments within adult-children discussions in different settings, using the Argumentum Model of Topics (AMT) for the reconstruction of the inferential configuration of arguments. We show that sources of misunderstandings are more...

Université de Neuchâtel

Etre élève et exprimer une pensée propre: un paradoxe ?

Breux, Stéphanie ; Perret-Clermont, Anne-Nelly

In: Enseignement du français: les apports de la recherche en linguistique. Réflexions en l'honneur de Marie-José Béguelin, 2014, p. 327-340

Université de Neuchâtel

Interakcje spoleczne a procesy poznawcze = Interactions sociales et processus cognitifs

Perret-Clermont, Anne-Nelly

In: Przeglad Psychologiczny (Revue polonaise de psychologie, Polish Psychological Bulletin), 1979, vol. 22, no. 1, p. 59-71

Université de Neuchâtel

Social interaction and the development of cognitive operations

Doise, Willem ; Mugny, Gabriel ; Perret-Clermont, Anne-Nelly

In: European Journal of Social Psychology, 1975, vol. 5, no. 3, p. 367-383

This paper presents two experiments to support the general hypothesis that the coordination of actions between individuals promotes the acquisition of cognitive coordinations. The first experiment shows that two children, working together, can successfully perform a task involving spatial coordinations; children of the same age, working alone, are not capable of performing the task. The second...

Université de Neuchâtel

The Analysis of Implicit Premises within Children’s Argumentative Inferences

Greco, Sara ; Perret-Clermont, Anne-Nelly ; Iannaccone, Antonio ; Rocci, Andrea ; Convertini, Josephine ; Schär, Rebecca Gabriela

In: Informal Logic, 2018, vol. 38, no. 4, p. 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...

Public access from 01.10.2020
Université de Neuchâtel

Does a good argument make a good answer? Argumentative reconstruction of children's justifications in a second order false belief task

Lombardi, Elisabetta ; Greco, Sara ; Massaro, Davide ; Schär, Rebecca ; Manzi, Federico ; Iannaccone, Antonio ; Perret-Clermont, Anne-Nelly ; Marchetti, Antonella

In: Learning, Culture and Social Interaction, 2018, vol. 18, p. 13-27

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...