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Children's Conversational Argumentation Skills: Methodological Advances, Changing Interactional Practices, and Inferential Structures.

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Title: Children's Conversational Argumentation Skills: Methodological Advances, Changing Interactional Practices, and Inferential Structures.
Authors: Koch, Tamara (AUTHOR), Spiess, Oliver (AUTHOR)
Source: Research on Children & Social Interaction. Feb2026, Vol. 9 Issue 2, p189-202. 14p.
Subjects: Conversation analysis, Reasoning in children, Complexity (Philosophy), Nonverbal communication, Social interaction
Abstract: This article focuses on the methodological challenges and opportunities of using conversation analysis (CA) to study the development of children's conversational argumentation skills, particularly in peer interactions among preschool and elementary school children. It highlights how CA, combined with qualitative and quantitative methods, reveals how children use linguistic, prosodic, gestural, and pragmatic resources to co-construct arguments within culturally shared contexts. Key findings include developmental shifts in argumentative complexity, the role of embodied gestures such as palm-up gestures, and the use of topoi—shared reasoning patterns—to establish plausibility in arguments. The research underscores the importance of multimodal and longitudinal approaches to capture the dynamic, interactional nature of argumentation and situates children's argumentative practices within broader philosophical and educational frameworks on reasoning and discourse competence. [Extracted from the article]
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: Children's Conversational Argumentation Skills: Methodological Advances, Changing Interactional Practices, and Inferential Structures.
– Name: Author
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  Data: <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)
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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, p189-202. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Conversation+analysis%22">Conversation analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning+in+children%22">Reasoning in children</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+communication%22">Nonverbal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
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  Label: Abstract
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  Data: This article focuses on the methodological challenges and opportunities of using conversation analysis (CA) to study the development of children's conversational argumentation skills, particularly in peer interactions among preschool and elementary school children. It highlights how CA, combined with qualitative and quantitative methods, reveals how children use linguistic, prosodic, gestural, and pragmatic resources to co-construct arguments within culturally shared contexts. Key findings include developmental shifts in argumentative complexity, the role of embodied gestures such as palm-up gestures, and the use of topoi—shared reasoning patterns—to establish plausibility in arguments. The research underscores the importance of multimodal and longitudinal approaches to capture the dynamic, interactional nature of argumentation and situates children's argumentative practices within broader philosophical and educational frameworks on reasoning and discourse competence. [Extracted from the article]
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  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=192743832
RecordInfo BibRecord:
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        Value: 10.3138/rcsi-2025-0019
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Conversation analysis
        Type: general
      – SubjectFull: Reasoning in children
        Type: general
      – SubjectFull: Complexity (Philosophy)
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      – SubjectFull: Nonverbal communication
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      – SubjectFull: Social interaction
        Type: general
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      – TitleFull: Children's Conversational Argumentation Skills: Methodological Advances, Changing Interactional Practices, and Inferential Structures.
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              Text: Feb2026
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              Y: 2026
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