Martin Luginbühl

Sequenzielle Einbettung von Begründungen in argumentativen Gesprächen unter Grundschulkindern im Klassenstufenvergleich

Abstract This study uses a broad empirical basis of 60 interactions among groups of four elementary schoolchildren (20 each from grades 2, 4, and 6) and conversation-analytically based quantification to investigate how justifications are sequentially embedded in their argumentati...