Location
University of Windsor
Document Type
Commentary
Keywords
Argumentation, Children, Piaget
Start Date
18-5-2016 9:00 AM
End Date
21-5-2016 5:00 PM
Abstract
This paper presents an analysis of the reasoning of two 5-year old children’s use of argument from definition. The author uses the Argumentum Model of Topics (AMT; Rigotti & Greco-Morasso, 2009) to accomplish this task. A brief history of the “locus of definition” is presented, as well as a description of how and where the data were collected. More specifically, the data come from a study of students conducted for over 30 years in Switzerland. Two examples are discussed where an adult experimenter examined these children’s responses to conservation of liquid and number tasks. The two examples of children’s responses were analyzed using the locus from definition. Results show that children are capable of providing responses indicating their beliefs and support for them that are beyond Piaget’s description of a preoperational child’s reasoning abilities.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Response to Submission
Rebecca G. Schär, Uses of arguments from definition in children’s argumentation
Reader's Reactions
Rebecca G. Schär, Reply to commentary on Uses of arguments from definition in children's argumentation (May 2016)
Included in
Commentary on Uses of arguments from definition in children’s argumentation
University of Windsor
This paper presents an analysis of the reasoning of two 5-year old children’s use of argument from definition. The author uses the Argumentum Model of Topics (AMT; Rigotti & Greco-Morasso, 2009) to accomplish this task. A brief history of the “locus of definition” is presented, as well as a description of how and where the data were collected. More specifically, the data come from a study of students conducted for over 30 years in Switzerland. Two examples are discussed where an adult experimenter examined these children’s responses to conservation of liquid and number tasks. The two examples of children’s responses were analyzed using the locus from definition. Results show that children are capable of providing responses indicating their beliefs and support for them that are beyond Piaget’s description of a preoperational child’s reasoning abilities.
