The dialogical argumentation three illustrations in different moments of development

PERALTA, N.; MAREOVICH, F.; CASTELLARO, M.

Revista Iberoamerica de Psicología

Corporación Universitaria Iberoamericana

Lugar: Bogotá; Año: 2023 vol. 17 p. 1 - 12

2027-1786

Argumentation is a social situation that enables individuals to construct arguments either in favor of or against a particular position. It also facilitates the recognition, evaluation, and consideration of both their viewpoints and those of their peers. The cognitive advantages of this process are boundless, allowing for epistemic change and the collaborative construction of meaning with others. This article aims to exemplify the occurrence of argumentative episodes at three developmental stages. Three examples of interactional situations were presented: a. Argumentative episodes created by 5 – and 6-year-olds through various types of verbal expressions; b. socio-cognitive composition, social-emotional affinity, and argumentative episodes in the collaborative comprehension of frequency tables in sixth and seventh grade; and c. group composition and argumentation in resolving a dilemma task among university students. In the three scenarios described, the prevalence of argumentative episodes varies: young children tend to produce a simple type of argument (i.e., responding to a question) whereas older subjects present more complex arguments (involving conflict). The emergence of the more complex type of argumentative episode is contingent on the development of a set of cognitive skills over one’s lifetime. As they grow, the influence of social interaction variables becomes increasingly significant. Our studies underscore the educational significance of argumentation, owing to its dual communicative and social functions.