Gestión multiperspectivista del discurso en la argumentación oral en contextos académicos

  1. Juan Antonio Rodríguez Hernández
  2. Nieves Correa Rodríguez
  3. Esperanza María Ceballos Vacas
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702

Year of publication: 2016

Volume: 39

Issue: 3

Pages: 450-465

Type: Article

Export: RIS
DOI: 10.1080/02103702.2016.1189121 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

Cited by

  • Scopus Cited by: 1 (08-10-2021)

JCR (Journal Impact Factor)

  • Year 2016
  • Journal Impact Factor: 0.526
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q4 Rank in area: 56/58 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY, DEVELOPMENTAL Quartile: Q4 Rank in area: 67/70 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2016
  • SJR Journal Impact: 0.377
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 479/1361
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 191/311

Índice Dialnet de Revistas

  • Year 2016
  • Journal Impact: 0.839
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 11/231
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 17/118

CIRC

  • Social Sciences: B

CiteScore

  • Year 2016
  • CiteScore of the Journal : 1.3
  • Area: Education Percentile: 54
  • Area: Developmental and Educational Psychology Percentile: 33

Abstract

The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed.

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