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Public access from Jun 7, 2018
Université de Neuchâtel

Augusto Palmonari

Baucal, Aleksandar ; Carugati, Felice ; Perret-Clermont, Anne-Nelly

In: European Journal of Psychology of Education, 2017, vol. 32, no. 3, p. 333-334

Université de Neuchâtel

La perception du temps

Royer, Jacques ; Perret-Clermont, Anne-Nelly ; Romerio, Franco ; Université de Genève.

Genève : Centre universitaire d'étude des problèmes de l'énergie, 2006

(Energie, environnement et société ; 5)

ISBN: 2940220042

Université de Neuchâtel

Les partenaires de l'apprentissage

Perret-Clermont, Anne-Nelly

In: Vous avez dit... pédagogie, 1995, vol. 40, p. 10-17

Université de Neuchâtel

Experimental micro-histories, private speech and a study of children’s learning and cognitive development = Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños

Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; Baucal, Aleksandar

In: Journal for the Study of Education and Development / Infancia y Aprendizaje, 2016, vol. 39, no. 4, p. 772-811

In this paper, we present the recent development of a methodological approach originally devised by Perret-Clermont and Schubauer-Leoni called ‘experimental micro-histories’. This approach allows us to investigate processes of change that often seem to be underestimated in the typical experiments used in developmental psychology that focus on the average impact of certain factors. Two dyads...

Université de Neuchâtel

Getting involved in an argumentation in class as a pragmatic move: social conditions and affordances

Greco Morasso, Sara ; Mehmeti, Teuta ; Perret-Clermont, Anne-Nelly

In: Argumentation and Reasoned Action: Proceedings of the First European Conference on Argumentation, 2016, vol. 2, p. 463-478

Université de Neuchâtel

Knowledge-oriented argumentation in children

Perret-Clermont, Anne-Nelly ; Arcidiacono, Francesco ; Breux, Stéphanie ; Greco, Sara ; Miserez-Caperos, Céline

In: Scrutinizing Argumentation in Practice, 2015, p. 135-150

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...