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Analyzing Conversational Argumentation Skills: Practices of 720 Elementary School Children in Grades 2, 4, and 6.

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Title: Analyzing Conversational Argumentation Skills: Practices of 720 Elementary School Children in Grades 2, 4, and 6.
Authors: Luginbühl, Martin (AUTHOR), Koch, Tamara (AUTHOR), Spiess, Oliver (AUTHOR), Müller-Feldmeth, Daniel (AUTHOR)
Source: Research on Children & Social Interaction. Feb2026, Vol. 9 Issue 2, p203-234. 32p.
Subjects: School children, Peer communication, Discourse analysis, Communication patterns, Persuasion (Psychology), Oratory
Abstract: This contribution presents main findings from a research project analyzing 180 peer conversations of (Swiss German) elementary school children solving agreement tasks. We first discuss challenges in reconstructing school-grade–related forms of conversational argumentation skills. Combining conversation-analytically informed quantitative and qualitative approaches, we then present main findings from three analytical perspectives: (1) a more process-oriented perspective examining pragmatic means (conversational actions) used to establish argumentative progression, (2) a perspective that also includes the logical-structural dimension focusing on the topoi used to build arguments, and (3) a macro-perspective that analyzes stretches of argumentative activity in terms of argumentative episodes. The analysis reveals that older children increasingly orient toward patterns of argumentative discourse activity, producing justifications more frequently, which are more proactive, complex, and context-sensitive. [ABSTRACT FROM AUTHOR]
Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Analyzing Conversational Argumentation Skills: Practices of 720 Elementary School Children in Grades 2, 4, and 6.
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  Data: <searchLink fieldCode="AR" term="%22Luginbühl%2C+Martin%22">Luginbühl, Martin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koch%2C+Tamara%22">Koch, Tamara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Spiess%2C+Oliver%22">Spiess, Oliver</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Müller-Feldmeth%2C+Daniel%22">Müller-Feldmeth, Daniel</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Research+on+Children+%26+Social+Interaction%22">Research on Children & Social Interaction</searchLink>. Feb2026, Vol. 9 Issue 2, p203-234. 32p.
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  Data: <searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+communication%22">Peer communication</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+patterns%22">Communication patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasion+%28Psychology%29%22">Persuasion (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Oratory%22">Oratory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This contribution presents main findings from a research project analyzing 180 peer conversations of (Swiss German) elementary school children solving agreement tasks. We first discuss challenges in reconstructing school-grade–related forms of conversational argumentation skills. Combining conversation-analytically informed quantitative and qualitative approaches, we then present main findings from three analytical perspectives: (1) a more process-oriented perspective examining pragmatic means (conversational actions) used to establish argumentative progression, (2) a perspective that also includes the logical-structural dimension focusing on the topoi used to build arguments, and (3) a macro-perspective that analyzes stretches of argumentative activity in terms of argumentative episodes. The analysis reveals that older children increasingly orient toward patterns of argumentative discourse activity, producing justifications more frequently, which are more proactive, complex, and context-sensitive. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Research on Children & Social Interaction is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192743829
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        Value: 10.3138/rcsi-2025-0011
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      – Code: eng
        Text: English
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      – SubjectFull: Discourse analysis
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              Text: Feb2026
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              Y: 2026
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