Works matching IS 20575807 AND DT 2020 AND VI 4 AND IP 1
Results: 7
Learning to modalize is learning to reason On the role of epistemic modalizations in parent-child-talk and in written argumentation of secondary school students.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 115, doi. 10.1558/rcsi.12418
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From flat propositions to deep co-constructed and modalized argumentations Oral argumentative skills among elementary school children from grades 2 to 6.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 93, doi. 10.1558/rcsi.12416
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Literacy-related features in repetitions Using the example of argumentative events of German- and Hebrew-speaking pre-schoolers.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 73, doi. 10.1558/rcsi.12414
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On the role of voice and prosody in argumentation among pre-school children.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 51, doi. 10.1558/rcsi.12415
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Establishing joint imagined spaces in game explanations: Differences in the use of embodied resources among primary school children.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 28, doi. 10.1558/rcsi.12417
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Interactional and multi-modal resources in pre-school children's game explanations.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 7, doi. 10.1558/rcsi.12419
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Becoming skilled at explaining and arguing The role of co-construction and multimodality.
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- Research on Children & Social Interaction, 2020, v. 4, n. 1, p. 1, doi. 10.1558/rcsi.17831
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- Article