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• W2153152487 abstract "For researchers who embrace socio cultural theore tical framework — who thus acknowledge the interac tional root of higher psychic functions [22; 24; 57] and conceive cognitive growth as a progressive mastering of participation in sociocultural activities [42; 43] — the exploration of cognitive processes in their spontaneous contextual occurrings [26] constitutes one of the most intriguing and challenging enterprise. Cognitive development and learning are not seen as taking place within individual' mind rather as processes of improving contribution to interactional activities [41]. It follows that the basic unit of analysis cannot be the iso late novice. It is the whole activity, including not only all the participants but also the cultural artifacts they make use of, that becomes the focus of researchers' analysis. Within socio cultural perspective a special attention is devoted to the semiotic tools people use in accomplish ing cognitive activities as these cultural resources not only facilitate but always shape the unfolding of the very same activities [59]. A crucial, powerful role is thus attributed to language [56] and it is suggested to define development itself as a progression through a complex set of culturally shared and socially supported language$ games [18]. For instance, understanding mental states of others, false belief or deceit in children can be a matter of learning the appropriate cultural language games for intentional behavior in their internal logical sequence. The role of language, when it is conceived as an his torical product whose meaning is closely linked with its use [60] cannot be separated from the overall socio cul tural knowledge. Children learn progressively a com plex set of relations between contexts of use and linguis tic features. Linguistic knowledge is embedded in socio cultural knowledge, and at the same time values, rules, habitus, concepts are acquired through language. This process has been called by Ochs and Schieffelin lan$ guage socialization [31; 50] and thus it includes both socialization through language and socialization to use language. This process is never completed and never ends [27]: every interaction is potentially a socializing experience inasmuch members of a social group are socializing each other by negotiating and sharing situa tional meanings [38; 39]. The theoretical assumptions we have sketched so far have the implication that development and education have to be approached as social constructions, to borrow Edwards' words «as social practices, in which becoming competent, achieving understanding, being educated and so are matters of how people get counted as that» [8, p. 63]. Such a methodological approach can help the elaboration of a psychological perspective that aims at understanding how development and education, in Development of reasoning through arguing in young children" @default.
• W2153152487 created "2016-06-24" @default.
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• W2153152487 date "2010-01-01" @default.
• W2153152487 modified "2023-09-28" @default.
• W2153152487 title "Development of reasoning through arguing in young children" @default.
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