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Argumentation functions in solving conflicting situations of social interaction in students of different age
Morozova T.V., PhD student at the Department of Social Psychology, Moscow State University of Psychology and Education, email@example.com
The paper describes the results of a study of functions of argumentation in solving conflicting situations of social interaction, with the participation of younger students (III and IV grade), middle school students (V and VII grade) and high school students (X classes), 211 students overall. The starting point of the research was the idea that distress occurring in a contradictory situation, does not relieve externally, but requires a structural analysis of the situation and a decision from the subject. The hypothesis of the study was the assumption that the argument used by the subject in a situation, can have opposite functions: a real change in the situation or a formal removal of contradictions in order to reduce stress. The author notes that overcoming the contradictions is linked inevitably to the need to clarify the rules of interaction between the parties, and this in turn puts the subject under certain psychological risk (the risk of criticism, disapproval or punishment, the risk of loss of secondary benefits of ambiguous situation, etc.) that impede productive action in a contradictory situation.
Keywords: argumentation functions, contradictory situation, social situation of development, students of different age