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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Revisiting the piagetian test of conservation of quantities of liquid: argumentation within the adult child interaction 2048

Arcidiacono F.
PhD in Psychology, Professor at the Institute of Psychology and Education, University of Neuchatel, Neuchatel, Switzerland
e-mail: francesco.arcidiacono@unine.ch

Perret-Klermont A.-N.
Prof. emer. in psychology and education of Institute of psychology and education, University of Neuchâtel, Neuchatel, Switzerland
e-mail: anne-nelly.perret-clermont@unine.ch

Abstract
The aim of this paper is to explain the interest of revisiting the classical piagetian test of conservation of quantities of liquid, in order to reconsider Piaget's statements about argumentation in children. Contrarily to Piaget, we make the hypothesis that to a certain extent argumentation is co-constructed by the actors within the specific setting in which they interact, i.e. during the testing situation. We observe how children construct conversational moves in connection with the adult's interventions. Piaget considered children's statements as dependent on the cognitive level (i. e. logical): we expect the children's arguments to be also the result of the interactions with the tester and in particular of his/her framing of what is at stake.

Keywords: conservation, argumentation, adult-child interaction, conversation, test

Column: Theory and Methodology

For Reference

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