SES Differences in Children’s Argumentative Production

Autores
Migdalek, Maia Julieta; Rosemberg, Celia Renata
Año de publicación
2020
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Recent studies have examined the argumentative strategies used by young children in everyday situations as well as in experimental settings. However, differences in argumentative production as a function of socio-economic status (SES) have been minimally explored. This study aims to analyze eventual differences regarding social group in the use of argumentative strategies and connectors marking causal and adversative relationships within these strategies. The corpus is 615 disputes occurred during play situations in the homes of 39 4-year old children living in Buenos Aires, Argentina: 453 of mid SES children and 162 of low SES. Argumentative strategies were codified using a system of inductively derived categories: a) the reiteration of the child?s point of view; b) the narration of previous experiences; c) the anticipation of courses of action; d) generalization; e) the description of the characteristics of an object, event or internal state; f) referencing authority; g) the mitigation of the point of view; h) providing an alternative proposal. Results show that in both social groups the use of an argumentative strategy to sustain the point of view predominates over merely stating the point of view. Additionally, we found significant differences in a) Reiteration strategy, with the low SES group showing a greater use of this strategy and b) Generalization and Description strategies, with the mid SES children employing these ones more frequently. Regarding the connectors, significant differences were only detected in the use of consecutive and adversative markers. The mid SES group showed a greater use of these particular connectors.
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
DISPUTES
ARGUMENTATION
CONNECTOR
SES DIFFERENCES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/108789
Acceder
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network_name_str CONICET Digital (CONICET)
spelling SES Differences in Children’s Argumentative ProductionMigdalek, Maia JulietaRosemberg, Celia RenataCHILDRENDISPUTESARGUMENTATIONCONNECTORSES DIFFERENCEShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Recent studies have examined the argumentative strategies used by young children in everyday situations as well as in experimental settings. However, differences in argumentative production as a function of socio-economic status (SES) have been minimally explored. This study aims to analyze eventual differences regarding social group in the use of argumentative strategies and connectors marking causal and adversative relationships within these strategies. The corpus is 615 disputes occurred during play situations in the homes of 39 4-year old children living in Buenos Aires, Argentina: 453 of mid SES children and 162 of low SES. Argumentative strategies were codified using a system of inductively derived categories: a) the reiteration of the child?s point of view; b) the narration of previous experiences; c) the anticipation of courses of action; d) generalization; e) the description of the characteristics of an object, event or internal state; f) referencing authority; g) the mitigation of the point of view; h) providing an alternative proposal. Results show that in both social groups the use of an argumentative strategy to sustain the point of view predominates over merely stating the point of view. Additionally, we found significant differences in a) Reiteration strategy, with the low SES group showing a greater use of this strategy and b) Generalization and Description strategies, with the mid SES children employing these ones more frequently. Regarding the connectors, significant differences were only detected in the use of consecutive and adversative markers. The mid SES group showed a greater use of these particular connectors.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: 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; ArgentinaUniversity of Bucharest2020-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/108789Migdalek, Maia Julieta; Rosemberg, Celia Renata; SES Differences in Children’s Argumentative Production; University of Bucharest; European Journal of Psychology; 16; 2; 5-2020; 193-2091841-0413CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.5964/ejop.v16i2.1665info:eu-repo/semantics/altIdentifier/url/https://ejop.psychopen.eu/index.php/ejop/article/view/1665/1665.pdfinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:38:51Zoai:ri.conicet.gov.ar:11336/108789instacron: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:34982025-09-29 10:38:51.557CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv SES Differences in Children’s Argumentative Production
title SES Differences in Children’s Argumentative Production
spellingShingle SES Differences in Children’s Argumentative Production
Migdalek, Maia Julieta
CHILDREN
DISPUTES
ARGUMENTATION
CONNECTOR
SES DIFFERENCES
title_short SES Differences in Children’s Argumentative Production
title_full SES Differences in Children’s Argumentative Production
title_fullStr SES Differences in Children’s Argumentative Production
title_full_unstemmed SES Differences in Children’s Argumentative Production
title_sort SES Differences in Children’s Argumentative Production
dc.creator.none.fl_str_mv Migdalek, Maia Julieta
Rosemberg, Celia Renata
author Migdalek, Maia Julieta
author_facet Migdalek, Maia Julieta
Rosemberg, Celia Renata
author_role author
author2 Rosemberg, Celia Renata
author2_role author
dc.subject.none.fl_str_mv CHILDREN
DISPUTES
ARGUMENTATION
CONNECTOR
SES DIFFERENCES
topic CHILDREN
DISPUTES
ARGUMENTATION
CONNECTOR
SES DIFFERENCES
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Recent studies have examined the argumentative strategies used by young children in everyday situations as well as in experimental settings. However, differences in argumentative production as a function of socio-economic status (SES) have been minimally explored. This study aims to analyze eventual differences regarding social group in the use of argumentative strategies and connectors marking causal and adversative relationships within these strategies. The corpus is 615 disputes occurred during play situations in the homes of 39 4-year old children living in Buenos Aires, Argentina: 453 of mid SES children and 162 of low SES. Argumentative strategies were codified using a system of inductively derived categories: a) the reiteration of the child?s point of view; b) the narration of previous experiences; c) the anticipation of courses of action; d) generalization; e) the description of the characteristics of an object, event or internal state; f) referencing authority; g) the mitigation of the point of view; h) providing an alternative proposal. Results show that in both social groups the use of an argumentative strategy to sustain the point of view predominates over merely stating the point of view. Additionally, we found significant differences in a) Reiteration strategy, with the low SES group showing a greater use of this strategy and b) Generalization and Description strategies, with the mid SES children employing these ones more frequently. Regarding the connectors, significant differences were only detected in the use of consecutive and adversative markers. The mid SES group showed a greater use of these particular connectors.
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 Recent studies have examined the argumentative strategies used by young children in everyday situations as well as in experimental settings. However, differences in argumentative production as a function of socio-economic status (SES) have been minimally explored. This study aims to analyze eventual differences regarding social group in the use of argumentative strategies and connectors marking causal and adversative relationships within these strategies. The corpus is 615 disputes occurred during play situations in the homes of 39 4-year old children living in Buenos Aires, Argentina: 453 of mid SES children and 162 of low SES. Argumentative strategies were codified using a system of inductively derived categories: a) the reiteration of the child?s point of view; b) the narration of previous experiences; c) the anticipation of courses of action; d) generalization; e) the description of the characteristics of an object, event or internal state; f) referencing authority; g) the mitigation of the point of view; h) providing an alternative proposal. Results show that in both social groups the use of an argumentative strategy to sustain the point of view predominates over merely stating the point of view. Additionally, we found significant differences in a) Reiteration strategy, with the low SES group showing a greater use of this strategy and b) Generalization and Description strategies, with the mid SES children employing these ones more frequently. Regarding the connectors, significant differences were only detected in the use of consecutive and adversative markers. The mid SES group showed a greater use of these particular connectors.
publishDate 2020
dc.date.none.fl_str_mv 2020-05
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/11336/108789
Migdalek, Maia Julieta; Rosemberg, Celia Renata; SES Differences in Children’s Argumentative Production; University of Bucharest; European Journal of Psychology; 16; 2; 5-2020; 193-209
1841-0413
CONICET Digital
CONICET
url http://hdl.handle.net/11336/108789
identifier_str_mv Migdalek, Maia Julieta; Rosemberg, Celia Renata; SES Differences in Children’s Argumentative Production; University of Bucharest; European Journal of Psychology; 16; 2; 5-2020; 193-209
1841-0413
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.5964/ejop.v16i2.1665
info:eu-repo/semantics/altIdentifier/url/https://ejop.psychopen.eu/index.php/ejop/article/view/1665/1665.pdf
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv University of Bucharest
publisher.none.fl_str_mv University of Bucharest
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 13.070432

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