References
- Berman, R. (2004). Between emergence and mastery: The long developmental route to language acquisition. In R. Berman (Ed.), Language development across childhood and adolescence (pp. 9–34). Amsterdam: John Benjamins.
- Blum-Kulka, S., & Snow, C. (2004). Introduction: The potential of peer-talk. Discourse Studies, 6(3), 291–306.
- Blum-Kulka, S., Huck-Taglicht, D., & Avni, H. (2004). The social and discursive spectrum of peer talk. Discourse Studies, 6(3), 307–328.
- Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3–4), 440–460.
- Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2004). Specific and general language performance across early childhood: stability and gender considerations. First Language, 24, 267–304.
- Bova, A., & Arcidiacono, F. (2013). Investigating children’s why-questions: A study comparing argumentative and explanatory function. Discourse Studies, 15(6), 713-734.
- Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
- Burdelski, M. (2010). Socializing politeness routines: Action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42, 1606–1621.
- Chafe, W. (1986). Evidentiality in English conversation and academic writing, (pp. 261–272). In W. Chafe and J. Nichols (Eds.), Evidentiality: The linguistic coding of epistemology. Norwood, NJ: Ablex.
- Cobb-Moore, C., Danby, S., & Farrell, A. (2009). Young children as rule markers. Journal of Pragmatics, 41, 1477–1492.
- Dersley, I., & Wootton, A. J. (2000). Observations about complaint sequences within antagonistic arguments. Research on Language and Social Interaction, 33, 375–406.
- Dersley, I., & Wootton, A. J (2001). In the heat of the sequence: Interactional features preceding walkouts from argumentative talk. Language in Society, 30, 611–638.
- Du Bois, J. (2007). The stance triangle. In Englebretson, R. (Ed.). Stancetaking in discourse (pp. 139–182). Amsterdam: John Benjamins.
- Dunn, J., & Munn, P. (1987). Development of justification in disputes with mother and siblings. Developmental Psychology, 23(6), 791–798.
- Eisenberg, A. (1987). Learning to argue with parents and peers. Argumentation, 1(2), 113–125.
- Eisenberg, A. (1992). Conflicts between mothers and their young children. Merrill-Palmer Quarterly, 38(1), 21–43.
- Eisenberg, A., & Garvey, C. (1981). Children’s use of verbal strategies in resolving conflicts. Discourse Processes, 4, 149–170.
- Goetz, P. J. (2010). The development of verbal justifications in the conversations of preschool children and adults. First Language, 30(3-4), 403–420.
- Goetz, P. J., & Shatz, M. (1999). When and how peers give reasons: justifications in the talk of middle-school children. Journal of Child Language, 26, 721–48.
- Goffman, E. (1967). Interaction ritual: Essays on face-to-face behavior. Garden City: Doubleday.
- Goodwin, C. (2006). Retrospective and prospective orientation in the construction of argumentative moves. Text & Talk, 26(4-5), 443–461.
- Goodwin, C., & Goodwin, M. H. (1990). Interstitial argument. In A. Grimshaw (Ed.), Conflict talk (pp. 85–117). Cambridge: Cambridge University Press.
- Goodwin, M. H., & Goodwin, C. (1987). Children’s arguing. In S. U. Philips, S. Steele, & C. Tanz (Eds.), Studies in the social and cultural foundations of language. Language, gender, and sex in comparative perspective (pp. 200–248). New York: Cambridge University Press.
- Henrich, J., Heine, S. J., & Norenzayan, A. (2010) The weirdest people in the world? Behavioral and Brain Sciences, 33, 61–135.
- Heritage, J. (1984). Garfinkel and ethnomethodology. Cambridge: Polity Press.
- Heritage, J., & Sorjonen, M. L. (1994). Constituting and maintaining activities across sequences: And-prefacing as a feature of question design. Language in Society, 23, 1–29.
- Köymen, B., Rosenbaum, L., & Tomasello, M. (2014). Reasoning during joint decision-making by preschool peers. Cognitive Development, 32, 74–85.
- Köymen, B., Schmidt, M., Rost, L., Lieven, E., & Tomasello, M. (2015). Teaching versus enforcing game rules in peer interactions. Journal of Experimental Child Psychology, 135, 93–101.
- Küntay, A., Nakamura, K., & Sen, B. A. (2014). Crosslinguistic and crosscultural approaches to pragmatic development. In D. Matthews (Ed.), Pragmatic development in first language acquisition, (pp. 317–342). Amsterdam: John Benjamins.
- Kyratzis, A., Ross, T. S., & Köymen, B. S. (2010). Validating justifications in preschool girls’ and boys’ friendship group talk: implications for linguistic and socio-cognitive development. Journal of Child Language, 37(1), 115–144.
- Leitão. S. (2007). Argumentação e desenvolvimento do pensamento reflexivo. Psicologia: Reflexão e Crítica, 20(3), 454–462.
- Linell, P. (1998). Approaching dialogue. Talk, interaction and contexts in dialogical perspectives. Amsterdam/Philadelphia: John Benjamins.
- MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Volume I: Transcription format and programs. Mahwah, NJ: Lawrence Erlbaum.
- Matsui, T. (2014). Children’s understanding of certainty and evidentiality. In D. Matthews (Ed.), Pragmatic development in first language acquisition, (pp. 295–316). Amsterdam: John Benjamins.
- Maynard, D. W. (1985). How children start arguments. Language in Society, 14, 1–30.
- Migdalek, M. J., & Rosemberg, C. R. (2013). Construcción multimodal de los argumentos de niños pequeños en disputas durante situaciones de juego. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 9(4), 1–16.
- Migdalek, M.J, Rosemberg, C. R. & Arrúe, J. E. (2015). Argumentación infantil en situaciones de juego: diferencias en función del contexto. Propuesta Educativa, 44(2), 79–88.
- Migdalek, M. J., Rosemberg, C. R., & Santibáñez Yáñez, C. (2014a). La génesis de la argumentación. Un estudio con niños de 3 a 5 años en distintos contextos de juego. Íkala, Revista de Lenguaje y Cultura, 19(3), 251–267.
- Migdalek, M. J., Santibáñez Yáñez, C., & Rosemberg, C. R. (2014b). Estrategias argumentativas en niños pequeños: Un estudio a partir de las disputas durante el juego en contextos escolares. Revista Signos, 47(86), 435–462.
- Nelson, K. (1996). Language in cognitive development. The emergence of the mediated mind. Cambridge: Cambridge University Press.
- Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory. Cambridge, MA: Harvard University Press
- Ninio, A., & Snow, C. (1996). Pragmatic development. Boulder, CO: Westview Press.
- Ochs, E. (1986). Introduction. In B. B. Schieffelin, E. Ochs (Eds.), Language socialization across cultures, (pp. 1–13). Cambridge: Cambridge University Press.
- Peronard, M. (1991). Antecedentes ontogenéticos de la argumentación. In E. L. Traill (Eds.), Scripta philologica: in honorem Juan M. Lope Blanch, 3 (pp. 417–443). México: UNAM.
- Phinney, J. S. (1986). The structure of 5-year-olds’ verbal quarrels with peers and siblings. The Journal of Genetic Psychology, 147(1), 47–60.
- Rosemberg, C. R, Arrúe J. E., & Alam, F. (2005-2012). Home language environments of 4-year old Argentinean children from different socio-cultural groups. Buenos Aires: CONICET.
- Rosemberg, C. R., Silva, M. L., & Stein, A. (2011). Narrativas infantiles en contexto: un estudio en hogares de barrios urbano marginados de Buenos Aires. Revista del Instituto de Ciencias de la Educación Universidad de Buenos Aires, 28, 135–154.
- Sacks, H., Schegloff. E. A., & Jefferson G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696–735
- Schegloff, E. A. (1968). Sequencing in conversational openings. American Anthropologist, 70, 1075–1095.
- Schegloff, E. A. (1990). On the organization of sequences as a source of ‘coherence’ in talk-in-interaction. In B. Dorval (Ed.), Conversational organization and its development, (pp.51–77). Norwood, NJ: Ablex.
- Shantz, C. U. (1987). Conflicts between children. Child Development, 58, 283–305.
- Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30(1), 165–194.
- Shiro, M. (2004). Expressions of epistemic modality and construction of narrative stance in Venezuelan children’s narratives. Psychology of Language and Communication, 8(2), 35–56.
- Shiro, M. (2007). La construcción del punto de vista en los relatos orales de niños en edad escolar: un análisis discursivo de la modalidad. Caracas: UCV.
- Shiro, M. (2008). Narrative stance in Venezuelan children’s stories. In A. McCabe, A. Imbaley, & G. Melzi (Eds.), Spanish language narration and literacy: Culture, cognition and emotion, (pp. 213–237). Cambridge: Cambridge University Press.
- Shiro, M. (2012). “Y entonces le dijo….“ Representación del habla en las narraciones orales de niños venezolanos. Boletín de Lingüística, 37-38, 119–143.
- Sprott, R. A. (1992). On giving reasons in verbal disputes: The development of justifying. Argumentation & Advocacy, 29(2), 61–76.
- Stein, N., & Albro, E. R. (2001). The origins and nature of arguments: Studies in conflict understanding, emotion, and negotiation. Discourse Processes, 32(2-3), 113–133.
- Toulmin, S. E. (2003). The uses of argument. Cambridge: Cambridge University Press.
- Watts. R. (2003). Politeness. Cambridge: Cambridge University Press.
- Zadunaisky Ehrlich, S., & Blum-Kulka, S. (2010). Peer talk as a ‘double opportunity space’: The case of argumentative discourse. Discourse & Society, 21(2), 211–233.