New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces (...) several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. (shrink)

In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive conflict instructional paradigm. (...) After receiving a short instructional intervention on natural selection, paired students were asked to collaboratively construct explanations for certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes were developed, each with a different granularity. The first assessed discrete dialog moves that pertained to dialectical argumentation and to consensual explanation development. The second scheme characterized the dialog as a whole on a number of socio‐cognitive dimensions. Results from analyses on the dyadic as well as the individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not. These findings open up new venues for research on the mechanisms of learning in and from peer collaboration. (shrink)

These essays survey the histories, the theories and the fault lines that compose the field of memory research. Drawing on the advances in the sciences and in the humanities, they address the question of how memory works, highlighting transactions between the interiority of subjective memory and the larger fields of public or collective memory.

It is often proposed that the unacceptability of a semantically interpretable sentence can be rooted in its meaning. Elaborating on Oshima New frontiers in artificial intelligence, Springer, Berlin, 2007), we argue that the meaning-driven unacceptability of factive islands must make reference to felicity conditions, and cannot be reduced to the triviality of propositional content. We also observe, again elaborating on Oshima, that the triviality of factive islands need not be logical, but can be relative to a listener’s background assumptions. These (...) findings call for a revision of a prevalent view about meaning-driven unacceptability, according to which unacceptability results from triviality that is both propositional and logical. (shrink)

In the so-called reverse proportional reading :53, 1997), the truth conditions of statements of the form many/few \\ appear to make reference to the ratio of the individuals that are in the extensions of both \ and \ to the individuals that are in the extension of \. The analysis of such readings is controversial. One prominent approach assumes they are a symptom of many and few making reference to a context dependent standard of comparison. We observe that this initially (...) attractive approach systematically undergenerates, failing to capture pervasive reverse proportionality in environments that remove context dependency of the standard. Instead, we propose that reverse proportionality in such cases can arise from the underspecification of the measure function underlying the meanings of many and few. (shrink)

In the so-called reverse proportional reading :53, 1997), the truth conditions of statements of the form many/few \\ appear to make reference to the ratio of the individuals that are in the extensions of both \ and \ to the individuals that are in the extension of \. The analysis of such readings is controversial. One prominent approach assumes they are a symptom of many and few making reference to a context dependent standard of comparison. We observe that this initially (...) attractive approach systematically undergenerates, failing to capture pervasive reverse proportionality in environments that remove context dependency of the standard. Instead, we propose that reverse proportionality in such cases can arise from the underspecification of the measure function underlying the meanings of many and few. (shrink)

In the so-called reverse proportional reading :53, 1997), the truth conditions of statements of the form many/few \\ appear to make reference to the ratio of the individuals that are in the extensions of both \ and \ to the individuals that are in the extension of \. The analysis of such readings is controversial. One prominent approach assumes they are a symptom of many and few making reference to a context dependent standard of comparison. We observe that this initially (...) attractive approach systematically undergenerates, failing to capture pervasive reverse proportionality in environments that remove context dependency of the standard. Instead, we propose that reverse proportionality in such cases can arise from the underspecification of the measure function underlying the meanings of many and few. (shrink)

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 (...) used a balance to check their conclusions and subsequently continued solving the items when the weighing did not match their expectations. We adopt a micro-genetic approach and develop new analytical tools to observe what happened in the conversation (both socially and cognitively). Throughout the three successive tasks, we observed the interplay between tools, peers, experimenter, and task demands and how they are managed through the rules of conversation. We identified four processes that involved the emergence of new high-order strategies from coordinated actions distributed among peers, the guidance of the experimenter in coordinating actions, and ways the participation in solving a previous task was actualized in a successive one. (shrink)

This paper investigates gaps in degree phrases with too, as in John is too rich [for the monastery to hire ___ ]. We present two curious restrictions on such gapped degree phrases. First, the gaps must ordinarily be anteceded by the subject of the associated gradable adjective. Second, when embedded under intensional verbs, gapped degree phrases are ordinarily restricted to surface scope, unlike their counterparts without gaps. Just as puzzlingly, we show that these restrictions are lifted when there is overt (...) wh-movement in the main clause, revealing a striking similarity between the distribution of gapped degree phrases and so-called parasitic gap constructions. These findings, we argue, suggest that the theory of parasitic gaps needs to accommodate gapped degree phrases. Specifically, they argue that parasitic constituents are null operator structures—and under the right conditions need not be accompanied by matrix wh-movement. (shrink)

Additional Contributors Include John V. Walsh, Bruno De Solages, Aurel Kolnai, Gabriel Marcel, Michele Federico Sciacca, Henri De Lubac, Robert W. Gleason, And Jacques Albert Cuttat. The Orestes Brownson Series On Contemporary Thoughts And Affairs, No. 3.

About Christian philosophy, by J. Maritain.--Von Hildebrand and Marcel: a parallel, by A. Jourdain.--Love and philosophy, by J. V. Walsh.--The concepts of cyclic and evolutionary time, by B. de Solages.--The sovereignty of the object; notes on truth and intellectual humility, by A. Kolnai.--Authentic humanness and its existential primordial assumptions, by C. Marcel.--Individuality and personality, by M. F. Sciacca.--Can a will be essentially good? By H. de Lubac.--Reason and revelation on the subject of charity, by R. W. Gleason.--Technique of spiritualization and (...) transformation in Christ, by J. A. Cuttat.--Some reflections on gratitude, by B. V. Schwarz.--Bibliography of the works of Dietrich Von Hildebrand (p. 195-210). (shrink)

Additional Contributors Include John V. Walsh, Bruno De Solages, Aurel Kolnai, Gabriel Marcel, Michele Federico Sciacca, Henri De Lubac, Robert W. Gleason, And Jacques Albert Cuttat. The Orestes Brownson Series On Contemporary Thoughts And Affairs, No. 3.

This paper investigates German conditionals that are reduced in the sense that their consequent clauses lack a verb and possibly more material. Focusing on readings in which conditionals quantify over events, it is shown that there are a number of semantic contrasts between reduced conditionals and their non-reduced versions. These contrasts are derived in a unified way from a hypothesis as to how the truth conditions of a reduced conditional relate to those of its non-reduced version. This hypothesis is in (...) turn derived from assumptions as to how the Logical Form of a reduced conditional relates to the one of its non-reduced version. It is suggested that reduced and non-reduced consequent clauses can be seen to differ in a way analogous to the way definite and indefinite noun phrases differ. (shrink)

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 (...) used a balance to check their conclusions and subsequently continued solving the items when the weighing did not match their expectations. We adopt a micro-genetic approach and develop new analytical tools to observe what happened in the conversation . Throughout the three successive tasks, we observed the interplay between tools, peers, experimenter, and task demands and how they are managed through the rules of conversation. We identified four processes that involved the emergence of new high-order strategies from coordinated actions distributed among peers, the guidance of the experimenter in coordinating actions, and ways the participation in solving a previous task was actualized in a successive one. (shrink)