El trabajo tiene como objetivo analizar los efectos de la regulación interactiva de situaciones diádicas sobre las capacidades argumentativas de los sujetos en dos tipos de tareas: ordenamiento de causas de fenómenos sociales y toma de posición frente a situaciones dilemáticas. Se realizó un estudio cuasiexperimental, se comparó el pre-test y el pos-test de los sujetos luego de la interacción, constituyéndose dos grupos; díadas con asistencia de la interacción por parte del investigador (participación, evaluación y contra-argumentación) y díadas sin asistencia. Los resultados muestran que la asistencia produce efectos significativos en la competencia argumentativa individual y el tipo de tarea matiza el efecto señalado, produciendo diferenciaciones. Se destaca la importancia de la regulación de la interacción sobre la argumentación.

The objective of this paper is to analyze the effects of the interactive regulation of dyadic situations on the argumentative abilities of the subjects in two types of tasks: ordering causes of social phenomena and taking position in front of dilemmatic situations. A quasi-experimental study was carried out, the pre-test and the post-test of the participants after the interaction were compared, constituting two groups; dyads with assistance from the interaction by the researcher (participation, evaluation and counter-argumentation) and dyads without assistance. The results show that the assistance produces significant effects in the

The objective of this paper is to analyze the effects of the interactive regulation of dyadic situations on the argumentative abilities of the subjects in two types of tasks: ordering causes of social phenomena and taking position in front of dilemmatic situations. A quasi-experimental study was carried out, the pre-test and the post-test of the participants after the interaction were compared, constituting two groups; dyads with assistance from the interaction by the researcher (participation, evaluation and counter-argumentation) and dyads without assistance. The results show that the assistance produces significant effects in the

This paper proposes and illustrates the use of the French version of the multidimensional data analysis (MDA) as an alternative approach for analyzing quantitative data in social sciences, particularly in psychology. To that end, we revisited a previous research which analyzed children’s peer collaboration in a task involving building a house with construction blocks in two socioeconomic contexts (SEC): advantaged socioeconomic context (ASC) and disadvantaged socioeconomic context (DSC). The social modality of task execution and the types of message were analyzed. The results from the ASC (associated with explicit cooperation and collaboration) were contrary to those of the DSC (linked to implicit cooperation). These results are consistent with those from previous studies, for both SECs register similar levels of social coordination, but the specific interaction modality is different. ...

This paper proposes and illustrates the use of the French version of the multidimensional data analysis (MDA) as an alternative approach for analyzing quantitative data in social sciences, particularly in psychology. To that end, we revisited a previous research which analyzed children’s peer collaboration in a task involving building a house with construction blocks in two socioeconomic contexts (SEC): advantaged socioeconomic context (ASC) and disadvantaged socioeconomic context (DSC). The social modality of task execution and the types of message were analyzed. The results from the ASC (associated with explicit cooperation and collaboration) were contrary to those of the DSC (linked to implicit cooperation). These results are consistent with those from previous studies, for both SECs register similar levels of social coordination, but the specific interaction modality is different. ...

The investigation compares argumentative individual complexity written in socio-scientific tasks of university students of Psychology, depending on years of study and the presence/absence of an additional representation system (graphs) of information external. 72 students from the argentine university participated. They gave their opinion about a socio-scientific situation that included arguments for and against it, and a group received additional graphic information. The productions were coded according to: (a) whether it was an argumentative text; (b) the relation to the argumentative texts, the number of arguments, the type of difference of opinion, the argumentative structure, and confirmatory bias; (c) he use of information. The results show a relationship between first-year students and non-argumentative texts and between advanced students and the use of argumentative texts. Both t...