Evaluative expressions used for argumentation in low and mid SES child-child interactions

Autores
Migdalek, Maia Julieta; Shiro, Martha; Rosemberg, Celia Renata
Año de publicación
2018
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
In this presentation, we report how children use evaluative and evidential expressions for their argumentative strategies when they participate in confrontational interactions. Previous studies have addressed the early development of argumentative abilities (Eisenberg, 1987; Stein & Albro, 2001), but they have not analyzed the uses of evaluative language in children?s earliest argumentations. The present study aims to fill this gap. Our data consists of 79 disputes between 4 dyads of 4 to 6 year-old children (2 dyads were mid SES, and 2 low SES). The two mid SES dyads participated in 43 disputes and the low SES dyads in 36. The interactions were audio-registered in natural play situations in the children´s home environment. Data was transcribed according to CHAT and analysed using the CLAN Program (MacWhinney & Snow, 1985). The analysis seeks to answer: a) how preschool children use evaluative language (defined as the use of evaluative and evidential resources) in order to produce arguments in a dispute; b) how uses of these evaluative expressions vary according to the children?s SES. The analysis considered the role played by each child in the dispute (proponent or opponent), the type of argumentative strategy used (reiteration, narration, anticipation, description, generalization, mitigation or intensification, alternative proposal, appeal to authority) and the resources of evaluation (emotion, cognition, intention, reported speech) and evidentiality (source of knowledge, mode of knowing, intensifiers and mitigators) employed. Results showed that, regardless of social group, children resort to evaluative language when they construct their argumentative strategies. Nevertheless, in mid SES disputes, we identified a greater quantity and variety of argumentative strategies and a more frequent use of resources of evaluation and evidentiality.
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: Shiro, Martha. Universidad Central de Venezuela; Venezuela
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
14 International Congress for the Study of Child Language
Lyon
Francia
International Association for the Study of Child Language
Materia
Evaluative expression
Argumentative abilities
Childen
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/235058
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Evaluative expressions used for argumentation in low and mid SES child-child interactionsMigdalek, Maia JulietaShiro, MarthaRosemberg, Celia RenataEvaluative expressionArgumentative abilitiesChildenhttps://purl.org/becyt/ford/6.2https://purl.org/becyt/ford/6In this presentation, we report how children use evaluative and evidential expressions for their argumentative strategies when they participate in confrontational interactions. Previous studies have addressed the early development of argumentative abilities (Eisenberg, 1987; Stein & Albro, 2001), but they have not analyzed the uses of evaluative language in children?s earliest argumentations. The present study aims to fill this gap. Our data consists of 79 disputes between 4 dyads of 4 to 6 year-old children (2 dyads were mid SES, and 2 low SES). The two mid SES dyads participated in 43 disputes and the low SES dyads in 36. The interactions were audio-registered in natural play situations in the children´s home environment. Data was transcribed according to CHAT and analysed using the CLAN Program (MacWhinney & Snow, 1985). The analysis seeks to answer: a) how preschool children use evaluative language (defined as the use of evaluative and evidential resources) in order to produce arguments in a dispute; b) how uses of these evaluative expressions vary according to the children?s SES. The analysis considered the role played by each child in the dispute (proponent or opponent), the type of argumentative strategy used (reiteration, narration, anticipation, description, generalization, mitigation or intensification, alternative proposal, appeal to authority) and the resources of evaluation (emotion, cognition, intention, reported speech) and evidentiality (source of knowledge, mode of knowing, intensifiers and mitigators) employed. Results showed that, regardless of social group, children resort to evaluative language when they construct their argumentative strategies. Nevertheless, in mid SES disputes, we identified a greater quantity and variety of argumentative strategies and a more frequent use of resources of evaluation and evidentiality.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; ArgentinaFil: Shiro, Martha. Universidad Central de Venezuela; VenezuelaFil: 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; Argentina14 International Congress for the Study of Child LanguageLyonFranciaInternational Association for the Study of Child LanguageInternational Association for the Study of Child Language2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectCongresoBookhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/235058Evaluative expressions used for argumentation in low and mid SES child-child interactions; 14 International Congress for the Study of Child Language; Lyon; Francia; 2017; 352-352CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://www.ddl.cnrs.fr/colloques/IASCL2017/Pages/Downloads/Abstract_v3.pdfInternacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:06:00Zoai:ri.conicet.gov.ar:11336/235058instacron: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:34982025-09-10 13:06:00.711CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Evaluative expressions used for argumentation in low and mid SES child-child interactions
title Evaluative expressions used for argumentation in low and mid SES child-child interactions
spellingShingle Evaluative expressions used for argumentation in low and mid SES child-child interactions
Migdalek, Maia Julieta
Evaluative expression
Argumentative abilities
Childen
title_short Evaluative expressions used for argumentation in low and mid SES child-child interactions
title_full Evaluative expressions used for argumentation in low and mid SES child-child interactions
title_fullStr Evaluative expressions used for argumentation in low and mid SES child-child interactions
title_full_unstemmed Evaluative expressions used for argumentation in low and mid SES child-child interactions
title_sort Evaluative expressions used for argumentation in low and mid SES child-child interactions
dc.creator.none.fl_str_mv Migdalek, Maia Julieta
Shiro, Martha
Rosemberg, Celia Renata
author Migdalek, Maia Julieta
author_facet Migdalek, Maia Julieta
Shiro, Martha
Rosemberg, Celia Renata
author_role author
author2 Shiro, Martha
Rosemberg, Celia Renata
author2_role author
author
dc.subject.none.fl_str_mv Evaluative expression
Argumentative abilities
Childen
topic Evaluative expression
Argumentative abilities
Childen
purl_subject.fl_str_mv https://purl.org/becyt/ford/6.2
https://purl.org/becyt/ford/6
dc.description.none.fl_txt_mv In this presentation, we report how children use evaluative and evidential expressions for their argumentative strategies when they participate in confrontational interactions. Previous studies have addressed the early development of argumentative abilities (Eisenberg, 1987; Stein & Albro, 2001), but they have not analyzed the uses of evaluative language in children?s earliest argumentations. The present study aims to fill this gap. Our data consists of 79 disputes between 4 dyads of 4 to 6 year-old children (2 dyads were mid SES, and 2 low SES). The two mid SES dyads participated in 43 disputes and the low SES dyads in 36. The interactions were audio-registered in natural play situations in the children´s home environment. Data was transcribed according to CHAT and analysed using the CLAN Program (MacWhinney & Snow, 1985). The analysis seeks to answer: a) how preschool children use evaluative language (defined as the use of evaluative and evidential resources) in order to produce arguments in a dispute; b) how uses of these evaluative expressions vary according to the children?s SES. The analysis considered the role played by each child in the dispute (proponent or opponent), the type of argumentative strategy used (reiteration, narration, anticipation, description, generalization, mitigation or intensification, alternative proposal, appeal to authority) and the resources of evaluation (emotion, cognition, intention, reported speech) and evidentiality (source of knowledge, mode of knowing, intensifiers and mitigators) employed. Results showed that, regardless of social group, children resort to evaluative language when they construct their argumentative strategies. Nevertheless, in mid SES disputes, we identified a greater quantity and variety of argumentative strategies and a more frequent use of resources of evaluation and evidentiality.
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: Shiro, Martha. Universidad Central de Venezuela; Venezuela
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
14 International Congress for the Study of Child Language
Lyon
Francia
International Association for the Study of Child Language
description In this presentation, we report how children use evaluative and evidential expressions for their argumentative strategies when they participate in confrontational interactions. Previous studies have addressed the early development of argumentative abilities (Eisenberg, 1987; Stein & Albro, 2001), but they have not analyzed the uses of evaluative language in children?s earliest argumentations. The present study aims to fill this gap. Our data consists of 79 disputes between 4 dyads of 4 to 6 year-old children (2 dyads were mid SES, and 2 low SES). The two mid SES dyads participated in 43 disputes and the low SES dyads in 36. The interactions were audio-registered in natural play situations in the children´s home environment. Data was transcribed according to CHAT and analysed using the CLAN Program (MacWhinney & Snow, 1985). The analysis seeks to answer: a) how preschool children use evaluative language (defined as the use of evaluative and evidential resources) in order to produce arguments in a dispute; b) how uses of these evaluative expressions vary according to the children?s SES. The analysis considered the role played by each child in the dispute (proponent or opponent), the type of argumentative strategy used (reiteration, narration, anticipation, description, generalization, mitigation or intensification, alternative proposal, appeal to authority) and the resources of evaluation (emotion, cognition, intention, reported speech) and evidentiality (source of knowledge, mode of knowing, intensifiers and mitigators) employed. Results showed that, regardless of social group, children resort to evaluative language when they construct their argumentative strategies. Nevertheless, in mid SES disputes, we identified a greater quantity and variety of argumentative strategies and a more frequent use of resources of evaluation and evidentiality.
publishDate 2018
dc.date.none.fl_str_mv 2018
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/conferenceObject
Congreso
Book
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
format conferenceObject
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/235058
Evaluative expressions used for argumentation in low and mid SES child-child interactions; 14 International Congress for the Study of Child Language; Lyon; Francia; 2017; 352-352
CONICET Digital
CONICET
url http://hdl.handle.net/11336/235058
identifier_str_mv Evaluative expressions used for argumentation in low and mid SES child-child interactions; 14 International Congress for the Study of Child Language; Lyon; Francia; 2017; 352-352
CONICET Digital
CONICET
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language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.ddl.cnrs.fr/colloques/IASCL2017/Pages/Downloads/Abstract_v3.pdf
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https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
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application/pdf
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dc.coverage.none.fl_str_mv Internacional
dc.publisher.none.fl_str_mv International Association for the Study of Child Language
publisher.none.fl_str_mv International Association for the Study of Child Language
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