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Peralta, Nadia Soledad, Florencia Mareovich & Mariano Andrés Castellaro
2024. La argumentación dialógica: Tres ejemplos en diferentes momentos de desarrollo. Revista iberoamericana de psicología 17:1  pp. 25 ff. DOI logo
Kohler, Alaric
2023. Approches psychologiques de situations de malentendu dans des activités de didactique des sciences. Bulletin de psychologie N° 582:4  pp. 316 ff. DOI logo
Bauri, Swagatanjali
2022. Arguing with Children: Exploring Problems of Charity and Strawmanning. Argumentation 36:3  pp. 415 ff. DOI logo
Perret-Clermont, Anne-Nelly
2022. Socio-cognitive Conflict. In The Palgrave Encyclopedia of the Possible,  pp. 1 ff. DOI logo
Perret-Clermont, Anne-Nelly
2022. Socio-cognitive Conflict. In The Palgrave Encyclopedia of the Possible,  pp. 1517 ff. DOI logo
Convertini, Josephine
2021. An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities. Research in Science Education 51:1  pp. 171 ff. DOI logo
Greco, Sara
2021. Young children as rational interlocutors. In An Argumentative Analysis of the Emergence ofIssuesin Adult-Children Discussions [Argumentation in Context, 19],  pp. 1 ff. DOI logo
Molinari, Gaëlle, Nathalie Muller Mirza & Valérie Tartas
2021. Regards croisés des approches cognitives et socioculturelles sur l’apprentissage collaboratif : quelles contributions dans le domaine de l’éducation ?. Raisons éducatives N° 25:1  pp. 41 ff. DOI logo
Iannaccone, Antonio, Anne-Nelly Perret-Clermont & Josephine Convertini
2019. Children as Investigators of Brunerian “Possible Worlds”. The Role of Narrative Scenarios in children’s Argumentative Thinking. Integrative Psychological and Behavioral Science 53:4  pp. 679 ff. DOI logo

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