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  1.  18
    The Analysis of Implicit Premises within Children’s Argumentative Inferences.Sara Greco, Anne-Nelly Perret-Clermont, Antonio Iannaccone, Andrea Rocci, Josephine Convertini & Rebecca Gabriela Schär - 2018 - Informal Logic 38 (4):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 implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...)
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  2.  19
    Emergent learning in successive activities: learning in interaction in a laboratory context.Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
    The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...)
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  3.  4
    Emergence du problème et dynamique des relations lors du démarrage d’un atelier de philosophie.Anda Fournel & Anne-Nelly Perret-Clermont - 2022 - Studia Universitatis Babeş-Bolyai Philosophia 67 (3):51-70.
    "Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise (...)
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  4.  8
    Education in refugee camp contexts.Marion Fresia, Andreas von Känel & Anne-Nelly Perret-Clermont - 2021 - Outlines. Critical Practice Studies 22 (1):32-64.
    The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world. Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by (...)
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  5.  7
    Do I Choose? Attribution and Control in Students of a Technical School1.Claude Albert Kaiser, Anne-Nelly Perret-Clermont & Jean-François Perret - 2000 - In Walter J. Perrig & Alexander Grob (eds.), Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer. Erlbaum.
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  6. Psychosocial processes in argumentation.Nathalie Muller Mirza, Anne-Nelly Perret-Clermont, Valérie Tartas & Antonio Iannaccone - 2009 - In Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.), Argumentation and Education. Springer.
     
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  7.  22
    From the study of psychological stages to the understanding of the processes involved in the cognitive development of child and pupil.Anne-Nelly Perret-Clermont - 1982 - Behavioral and Brain Sciences 5 (2):259-260.
  8.  12
    What Is It That Develops?Anne-Nelly Perret-Clermont - 1993 - Ethics and Behavior 11 (3):197-205.
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  9.  9
    Learning processes within and between successive activities in a laboratory context.Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
  10.  18
    Emergent learning in successive activities Learning in interaction in a laboratory context. [REVIEW]Baruch Schwarz, Anne-Nelly Perret-Clermont, Alain Trognon & Pascale Marro - 2008 - Pragmatics and Cognition 16 (1):57-87.
    The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...)
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