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Культурно-историческая психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1816-5435

ISSN (online): 2224-8935

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

Лицензия: CC BY-NC 4.0

Издается с 2005 года

Периодичность: 4 номера в год

Доступ к электронным архивам: открытый

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Revisiting the piagetian test of conservation of quantities of liquid: argumentation within the adult-child interaction 2113


Перре-Клермон А.Н.
доктор психологических наук, Заслуженный профессор психологии и образования Института психологии и образования, Университет Невшателя, Нёвшатель, Швейцария
e-mail: anne-nelly.perret-clermont@unine.ch

Аркидьяконо Ф.
PhD, профессор института психологии и образования университета г.Ньюшатель, Нёвшатель, Швейцария


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.

Ключевые слова: аргументация, , тестирование, общение

Рубрика: Теория и методология

Тип: научная статья

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Фрагмент статьи

The neo-piagetian and neovygotskian approaches of collaborative interactions within goaldirected activities and the recent advances of argumentation theories call the researchers' attention to alternative modes of considering argumentation as a process within an inter action and not only as a result. In this paper we suggest a way to revisit the classical piagetian test1 of conserva tion of quantities of liquid, in order to explore to what extent children's capacity to provide the arguments expected by Piaget is in fact coconstructed within the adultchild interaction. For Piaget, when children are able to back up their conservation judgements with logical arguments, it is a sign that they have reached the stage of concrete operations. Our hypothesis is that such logical arguments are also the fruit of a coconstruction during a conversation in which both interlocutors are responsible for the outcome.

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