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 are assessed in order to better understand the social, relational and emotional conditions that support argumentation in children.
Castellaro, Mariano Andrés, Nadia Soledad Peralta & Juan Manuel Curcio
2024. Competence symmetry in peer collaboration: A micro-sequential approach. European Journal of Psychology of Education 39:2 ► pp. 1371 ff.
Convertini, Josephine, Francesco Arcidiacono & Céline Miserez-Caperos
2024. Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom. Research in Science & Technological Education 42:1 ► pp. 94 ff.
Bauri, Swagatanjali
2022. Arguing with Children: Exploring Problems of Charity and Strawmanning. Argumentation 36:3 ► pp. 415 ff.
Bose, Ines & Kati Hannken-Illjes
2020. On the role of voice and prosody in argumentation among pre-school children. Research on Children and Social Interaction 4:1 ► pp. 51 ff.
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