Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction

Autores
Shiro, Martha; Migdalek, Maia Julieta; Rosemberg, Celia Renata
Año de publicación
2019
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker's attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker's reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
Fil: Shiro, Martha. Universidad Central de Venezuela; Venezuela
Fil: Migdalek, Maia Julieta. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Materia
CHILDREN'S DISPUTES
EVALUATIVE LANGUAGE
STANCE-TAKING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/97052
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Stance-taking in Spanish-speaking Preschoolers' Argumentative InteractionShiro, MarthaMigdalek, Maia JulietaRosemberg, Celia RenataCHILDREN'S DISPUTESEVALUATIVE LANGUAGESTANCE-TAKINGhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker's attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker's reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.Fil: Shiro, Martha. Universidad Central de Venezuela; VenezuelaFil: Migdalek, Maia Julieta. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaSciendo2019-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/97052Shiro, Martha; Migdalek, Maia Julieta; Rosemberg, Celia Renata; Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction; Sciendo; Psychology of Language and Communication; 23; 1; 1-2019; 184-2111234-2238CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.2478/plc-2019-0009info:eu-repo/semantics/altIdentifier/url/https://content.sciendo.com/view/journals/plc/23/1/article-p184.xmlinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-11-12T09:37:59Zoai:ri.conicet.gov.ar:11336/97052instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-11-12 09:37:59.737CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
title Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
spellingShingle Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
Shiro, Martha
CHILDREN'S DISPUTES
EVALUATIVE LANGUAGE
STANCE-TAKING
title_short Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
title_full Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
title_fullStr Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
title_full_unstemmed Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
title_sort Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction
dc.creator.none.fl_str_mv Shiro, Martha
Migdalek, Maia Julieta
Rosemberg, Celia Renata
author Shiro, Martha
author_facet Shiro, Martha
Migdalek, Maia Julieta
Rosemberg, Celia Renata
author_role author
author2 Migdalek, Maia Julieta
Rosemberg, Celia Renata
author2_role author
author
dc.subject.none.fl_str_mv CHILDREN'S DISPUTES
EVALUATIVE LANGUAGE
STANCE-TAKING
topic CHILDREN'S DISPUTES
EVALUATIVE LANGUAGE
STANCE-TAKING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker's attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker's reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
Fil: Shiro, Martha. Universidad Central de Venezuela; Venezuela
Fil: Migdalek, Maia Julieta. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
description The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker's attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker's reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
publishDate 2019
dc.date.none.fl_str_mv 2019-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/97052
Shiro, Martha; Migdalek, Maia Julieta; Rosemberg, Celia Renata; Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction; Sciendo; Psychology of Language and Communication; 23; 1; 1-2019; 184-211
1234-2238
CONICET Digital
CONICET
url http://hdl.handle.net/11336/97052
identifier_str_mv Shiro, Martha; Migdalek, Maia Julieta; Rosemberg, Celia Renata; Stance-taking in Spanish-speaking Preschoolers' Argumentative Interaction; Sciendo; Psychology of Language and Communication; 23; 1; 1-2019; 184-211
1234-2238
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.2478/plc-2019-0009
info:eu-repo/semantics/altIdentifier/url/https://content.sciendo.com/view/journals/plc/23/1/article-p184.xml
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Sciendo
publisher.none.fl_str_mv Sciendo
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.24909

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