Anne-Nelly Perret-Clermont
English
Books
Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (Eds). (2015). Social Relations in Human and Societal Development. Basingstokes (Hampshire, UK): Palgrave Macmillan. Description
Muller Mirza, N. & Perret-Clermont, A.-N. (Eds). (2009). Argumentation and education: theoretical foundations and practices. Dordrecht, Heidelberg, London, New York: Springer. Google books
Perret-Clermont, A.-N., Pontecorvo, C., Resnick, L. B., Zittoun, T., & Burge, B. (Eds).(2004). Joining Society. Social Interaction and Learning in Adolescence and Youth. Cambridge (UK): Cambridge University Press. Google books
Barrelet, J.-M. & Perret-Clermont, A.-N. & (Eds) (2008/2014). Jean Piaget and Neuchâtel. The Learner and the Scholar. Hove and New York: Psychology Press. Google books
Hinde, R., Perret-Clermont, A.-N., & Stevenson-Hinde, J. (Eds). (1985). Social relationships and cognitive development. Oxford: Oxford University Press.
Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children. London: Academic Press.
Book chapters
Greco, S. & Perret-Clermont, A.-N. (2023). Young children’s argumentative contributions. In J. Fahnestock & R. A. Harris (Eds), The Routledge handbook of language and persuasion. Oxon, New-York, Routledge: 457-474. DOI: 10.4324/9780367823658-32. PDF
Perret-Clermont, A.-N. (2022). Socio-cognitive conflict. In V. P. Glăveanu (Ed.), The Palgrave Encyclopedia of the Possible (pp. 1-9). Cham: Palgrave Macmillan. PDF
Perret-Clermont, A.-N., Schär, R., Greco, S., Convertini, J., Iannaccone, A., & Rocci, A. (2019). Shifting from a monological to a dialogical perspective on children’s argumentation. Lessons learned. In F. H. van Eemeren & B. Garssen (Eds.), Argumentation in actual practice. Topical studies about argumentative discourse in context (pp. 211-236): John Benjamins Publishing Company. PDF
Mehmeti, T., & Perret-Clermont, A. N. (2016). Seeking Success of Migrant Students through Designed Tasks: A Case Study with Albanian Students in Switzerland. In A. Surian (Ed.), Open Spaces for Interactions and Learning Diversities (pp. 137-150). Rotterdam: Sense Publishers. PDF
Perret-Clermont, A.-N. (2015). Forword. In M. Giglio, Creative collaboration in teaching (pp. XI-XIV). Croydon (UK): Palgrave Macmillan. PDF
Perret-Clermont, A.-N., Arcidiacono, F., Breux, S., Greco, S., & Miserez-Caperos, C. (2015). Knowledge-oriented argumentation in children. In van Eemeren, F. H. & Garssen, B. (Eds.), Scrutinizing Argumentation in Practice (135-150). Amsterdam: Benjamins. PDF
Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (2015). The Importance of Social Relations for Human and Societal Development. In C. Psaltis, A. Gillespie & A.-N. Perret-Clermont (Eds.), Social Relations in Human and Societal Development (pp. 215-242). Basingstokes (Hampshire, UK): Palgrave Macmillan. PDF
Perret-Clermont, A.-N. (2015). The Architecture of Social Relationships and Thinking Spaces for Growth. In C. Psaltis, A. Gillespie & A.-N. Perret-Clermont (Eds.), Social Relations in Human and Societal Development (pp. 51-70). Basingstokes (Hampshire, UK): Palgrave Macmillan. PDF
Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (2015). Introduction: The Role of Social Relations in Human and Societal Development. In C. Psaltis, A. Gillespie & A.-N. Perret-Clermont (Eds.), Social Relations in Human and Societal Development (pp. 1-15). Basingstokes (Hampshire, UK): Palgrave Macmillan. PDF
Carugati, F. & Perret-Clermont, A-N. (2015). Learning and Instruction: Social-Cognitive Perspectives. In James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences (2nd edition, Vol 13, pp. 670-676). Oxford: Elsevier. PDF
Perret-Clermont, A.-N., Breux, S., Greco Morasso, S., & Miserez-Caperos, C. (2014). Children and knowledge-oriented argumentation. Some notes for future research. In G. Gobber & A. Rocci (Eds.), Language, reason and education. Studies in honor of Eddo Rigotti (pp. 259-277). Bern: Peter Lang. PDF
Sinclaire-Harding, L., Miserez, C., Arcidiacono, F., & Perret-Clermont, A.-N. (2013). Argumentation in the Piagetian clinical interview: a step further in dialogism. In M. B. Ligorio & M. César (Eds.), The interplays between dialogical learning and dialogical self (pp. 53-82). Charlotte: Information Age Publisher. PDF
Perret-Clermont, A.-N. (2012). « Choose two or three scapegoats and make your point! » Should I? Critical thoughts on a fabulous experience and its heritage. In E. Martí & C. Rodríguez (Eds.), After Piaget (pp. 207-225). New Brunswick, London: Transaction Publishers. PDF
Perret-Clermont, A.-N. & Perret, J.-F. (2011). A new artefact in the trade. Notes on the arrival of a computer-supported manufacturing system in a technical school. In. S. Ludvigsen, A. Lund, I. Rasmussen, & R. Säljö (Eds). Learning Across Sites. New Tools, Infrastructures and Practices (pp. 88-101). Oxford, New York: Routledge.
Tartas, V., Baucal, A. & Perret-Clermont, A.-N. (2010). Can you think with me? The social and cognitive conditions and the fruits of learning. In C. Howe & K. Littletown (Eds). Educational Dialogues: Understanding and Promoting Productive Interaction (pp. 64-82). London, New York: Routledge. PDF
Muller Mirza, N. & Perret-Clermont, A.-N. (2009). Introduction. In N. Muller Mirza & A.-N. Perret-Clermont (Eds). Argumentation and education: theoretical foundations and practices (pp. 1-5). Dordrecht, Heidelberg, London, New York: Springer.
Muller Mirza, N.; Perret-Clermont, A.-N.; Tartas, V. & Iannaccone, A. (2009). Psychosocial processes in argumentation. In N. Müller Mirza & A.-N. Perret-Clermont (Eds). Argumentation and education: theoretical foundations and practices (pp. 67-90). Dordrecht, Heidelberg, London, New York: Springer. PDF
Perret-Clermont, A.-N. (2009). Introduction. In M. César & K. Kumpulainen (Eds). Social interactions in multicultural settings (pp. 1-12). Rotterdam: Sense Publishers. PDF
Perret-Clermont, A.-N. (2008). Epilogue. Piaget, his elders and his peers. In. A.-N. Perret-Clermont & J.-M. Barrelet (Eds). Jean Piaget and Neuchâtel. The Learner and the Scholar (pp. 202-231). Hove and New York: Psychology Press. PDF
Zittoun, T., Perret-Clermont, A.-N. & Barrelet, J.-M. (2008). The socio-intellectual genealogy of Jean Piaget. In. A.-N. Perret-Clermont & J.-M. Barrelet (Eds). Jean Piaget and Neuchâtel. The Learner and the Scholar (pp. 109-118). Hove and New York: Psychology Press. PDF
Perret-Clermont, A.-N., & Lambolez, S. (2005). Time, mind and otherness. In A.-N. Perret-Clermont (Ed.). Thinking Time: a Multidisciplinary Perspective on Time (pp. 1-12). Seattle, Toronto, Göttingen, Bern: Hogrefe & Huber Publishers. PDF
Perret-Clermont, A.-N. (2004). Preface. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Burge (Eds.), Joining Society. Social Interaction and Learning in Adolescence and Youth (pp. xv-xvii). Cambridge (UK): Cambridge University Press. PDF
Perret-Clermont, A.-N. (2004). Thinking Spaces of the Young. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Burge (Eds.), Joining Society. Social Interaction and Learning in Adolescence and Youth (pp. 3-10). Cambridge (UK): Cambridge University Press. PDF
Perret-Clermont, A.-N., Carugati, F., & Oates, J. (2004). A Socio-Cognitive Perspective on Learning and Cognitive Development. In J. Oates & A. Grayson (Eds.), Cognitive and Language Development in Children (pp. 303-332). The Open University & Blackwell Publishing. PDF
Perret-Clermont, A.-N., & Liengme Bessire, M.-J. (2004). Piaget, Jean (1896-1980). In P. S. Gass (Ed.), Encyclopedia of children and childhood in history and society (Vol. 2, pp. 677-678). New York: Macmillan, Thomson, Gale. PDF
Resnick, L. B., & Perret-Clermont, A.-N. (2004). Prospects for Youth in Postindustrial Societies. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Burge (Eds.). Joining Society. Social Interaction and Learning in Adolescence and Youth (pp. 11-25). Cambridge (UK): Cambridge University Press. PDF
Zittoun, T., Perret-Clermont, A.-N., & Pontecorvo, C. (2004). Overview of the Volume. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Burge (Eds.). Joining Society. Social Interaction and Learning in Adolescence and Youth (pp. 26-38). Cambridge (UK): Cambridge University Press. PDF
Perret-Clermont, A.-N., & Carugati, F. (2001). Learning and Instruction, Social-Cognitive Perspectives. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 8586-8588). Oxford: Pergamon. PDF
Kaiser, C., Perret-Clermont, A.-N., & Perret, J.-F. (2000). Do I choose ? Attribution and control in students of a technical school. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes, and consciousness : essays in honor of the 60th birthday of August Flammer (pp. 427-442). Mahwah, London: Lawrence Erlbaum Associates. PDF
Marro Clément, P., & Perret-Clermont, A.-N. (2000). Collaborating and learning in a project of regional development supported by new information and communication technologies. In R. Joiner, K. Littleton, D. Faulkner & D. Miel (Eds.), Rethinking collaborative learning (pp. 229-247). London: Free Association Books. PDF
Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1999). The social construction of meaning and cognitive activity in elementary school children. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky, Critical Assessments (Vol. 4, pp. 51-73). London, New York: Routledge. (Slightly modified version of: Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 41-62). Washington D.C.: American Psychological Association.
Muller-Mirza, N., & Perret-Clermont, A.-N. (1999). Negotiating identities and meanings in the transmission of knowledge : analysis of interactions in the context of a Knowledge Exchange Network. In J. Bliss, R. Säljö & P. Light (Eds.), Learning Sites, social and technological Resources for Learning (pp. 47-60). Amsterdam: Pergamon. PDF
Perret-Clermont, A.-N. (1997). Revisiting young Jean Piaget in Neuchâtel among his partners in learning. In L. Smith, J. Dockrell & P. Tomlinson (Eds.). Piaget, Vygotsky and Beyond (pp. 91-121). London & New York: Routledge. PDF
Schubauer-Leoni, M.-L., & Perret-Clermont, A.-N. (1997). Social interactions and mathematics learning. In P. Bryant & T. Nunes (Eds.). Learning and Teaching Mathematics. An International Perspective (pp. 265-283). Hove: Psychology Press Ltd. PDF
Grossen, M., & Perret-Clermont, A.-N. (1994). Psychosocial perspective on cognitive development : construction of adult-child intersubjectivity in logic tasks. In W. D. Graaf & R. Maier (Eds.). Sociogenesis Reexamined (pp. 243-260). New York: Springer Verlag. PDF
Liengme Bessire, M.-J., Grossen, M., Iannaccone, A., & Perret-Clermont, A.-N. (1994). Social Comparison of Expertise: Interactional Patterns and Dynamics of Instruction. In H. C. Foot, C. Howe, A. K. Tolmie & D. A. Warden (Eds.). Group and Interactive Learning (pp. 471-476). Southampton Boston: Computational Mechanics Publ. PDF
Perret-Clermont, A.-N. (1992). Transmitting knowledge: implicit negociations in the teacher-student relationship. In F. K. Oser, A. Dick & J.-L. Patry (Eds.). Effective and responsible teaching (pp. 329-341). San Francisco: Jossey-Bass. PDF
Schubauer-Leoni, M.-L., Perret-Clermont, A.-N., & Grossen, M. (1992). The construction of adult child intersubjectivity in psychological research and in school. In M. V. Cranach, W. Doise & G. Mugny (Eds.), Social Representations and the Social Bases of Knwledge, Swiss Psychological Society (Vol. 1, pp. 69-77). Berne: Hogrefe & Huber Publishers, Lewiston. PDF
Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 41-62). Washington D.C.: American Psychological Association. PDF
Grossen, M., & Perret-Clermont, A.-N. (1990). Psychosocial perspective on cognitive development: Construction of adult-child intersubectivity in logic tasks. In R. Maier & W. d. Graaf (Eds.). Processes of Sociogenesis. New-York: Springer Verlag. PDF
Light, P., & Perret-Clermont, A.-N. (1989). Social context effects in learning and testing. In A. Gellatly, D. Rogers & J.-A. Sloboda (Eds.). Cognition and Social Worlds (pp. 99-112). Oxford: Oxford Science Publications, University Press. PDF
Perret-Clermont, A.-N. & Bell, N. (1988). Learning processes in social and instructional interactions. In K. Richardson & S. Sheldon (Eds.), Cognitive Development to Adolescence (pp. 315-322). Hove: Lawrence Erlbaum Associates. PDF
Perret-Clermont, A.-N., & Bell, N. (1987). Learning processes in social and instructional interactions. In E. de Corte, H. Lodewijks, R. Parmentier & P. Span (Eds.), Learning and Instruction : European Research in an International Context (Vol. 1, pp. 251-257). Oxford: Pergamon Press.
Bell, N., Grossen, M., & Perret-Clermont, A.-N. (1985). Sociocognitive conflict and intellectual growth. In M. W. Berkowitz (Ed.), Peer Conflict and Psychological Growth (pp. 41-54). San Francisco: Jossey-Bass. PDF
Perret-Clermont, A.-N., & Brossard, A. (1985). On the interdigitation of social and cognitive processes. In R. A. Hinde, A.-N. Perret-Clermont & J. Stevenson-Hinde (Eds.), Social Relationship and Cognitive Development (pp. 309-327). Oxford: Clarendon Press. PDF
Perret-Clermont, A.-N., Brun, J., Saada, E.-H., & Schubauer-Leoni, M.-L. (1982). Learning : a social actualization and reconstruction of knowledge. In H. Tajfel (Ed.), The Social Dimension I (pp. 52-68). Cambridge: Cambridge University Press. PDF
Perret-Clermont, A.-N. (1982). Approaches in the social psychology of learning and group work. In P. Stringer (Ed.), Confronting Social Issues. Application of Social Psychology (Vol. II, pp. 97-122). London: Academic Press. PDF
Mugny, G., Doise, W., & Perret-Clermont, A.-N. (1981). Interpersonal coordinations and sociological differences in the construction of the intellect. In G. M. Stephenson & J. M. David (Eds.), Progress in Applied Social Psychology (Vol. I, pp. 315-344). New York: John Wiley & Sons. PDF
Perret-Clermont, A.-N., & Schubauer-Leoni, M.-L. (1981). Conflict and cooperation as opportunities for learning. In W. P. Robinson (Ed.), Communication in Development (pp. 203-233). London: Academic Press. PDF
Journal articles
Fresia, M., von Känel, A., & Perret-Clermont, A.-N. (2021). Education in refugee camp contexts : Making School on the Margins of the Nation-States. Outlines. Critical Practice Studies, 22(1), 32–64. PDF
Alves Martins, M., & Perret-Clermont, A.-N. (2021). William Peter Robinson: 1933–2021. European Journal of Psychology of Education. Online version
Rocci, A., Greco, S., Schär, R., Convertini, J., Perret-Clermont, A.-N., & Iannaccone, A. (2020). The significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation. Journal of Argumentation in Context, 9(1), 69-94.
Iannaccone, A., Perret-Clermont, A.-N., & Convertini, J. (2019). Children as investigators of Brunerian “Possible worlds”. The role of narrative scenarios in children’s argumentative thinking. . Integrative Psychological and Behavioral Science, 53, 679-693. https://doi.org/10.1007/s12124-019-09505-3
Perret-Clermont, A.-N. (2018). Meeting Vitaly Rubtsov amid the Scenery of the ’80s. Cultural-Historical Psychology, 14(4), 19-21. doi.org/10.17759/chp.2018140402
Greco, S., Perret-Clermont, A.-N., Iannaccone, A., Rocci, A., Convertini, J., & Schär, R. G. (2018). The Analysis of Implicit Premises within Children’s Argumentative Inferences. Informal Logic, 38(4), 438-470.
Lombardi, E., Greco, S., Massaro, D., Schär, R., Manzi, F., Iannaccone, A., … & Marchetti, A. (2018). Does a good argument make a good answer? Argumentative reconstruction of children’s justifications in a second order false belief task. Learning, Culture and Social Interaction, 18, 13-27. https://doi.org/10.1016/j.lcsi.2018.02.001
Perret-Clermont, A.-N. (2018). Review of the book « Dialogue, argumentation and education: History, theory and practice », by Baruch B. Schwarz & Michael J. Baker. Journal of Argumentation in Context, 7(1), 101-107. doi:10.1075/jaic.17025.
Greco, S., Mehmeti, T., & Perret-Clermont, A.-N. (2017). Do adult-children dialogical interactions leave space for a full development of argumentation? A case study. Journal of Argumentation in Context, 6(2), 193-219.
Richard-De-Paolis, P., Baucal, A., Carugati, F., & Perret-Clermont, A.-N. (2017). Augusto Palmonari. European Journal of Psychology of Education, 32, 333-334. doi: 10.1007/s10212-017-0334-0 Online version
Tartas, V., Perret-Clermont, A.-N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development / Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños. Infancia y Aprendizaje / Journal for the Study of Education and Development, 39(4), 772-811.
Kontopodis, M., & Perret-Clermont, A.-N. (2016). Educational settings as interwoven socio-material orderings: an introduction. European Journal of Psychology of Education, 31(1), 1-12.
Muller Mirza, N., & Perret-Clermont, A.-N. (2016). “Are you really ready to change?” An actor-oriented perspective on a farmers training setting in Madagascar. European Journal of Psychology of Education, 31(1), 79-93.
Perret-Clermont, A.-N. (2011). Social relationships and thinking spaces for growth. Cahiers de psychologie et éducation (Université de Neuchâtel), 47, 7-17.
Arcidiacono, F. & Perret-Clermont, A.-N. (2010). The co-construction of conversational moves in the context of piagetian interview: the case of the test of conservation of quantities of liquid. Rassegna di Psicologia, 27(2), 117-137.
Bugnon, A., Arcidiacono, F., & Perret-Clermont, A.-N. (2010). Transfer of learning in a boundary crossing training: the case of speech therapists. Procedia Social and Behavioral Sciences, 2(2), 1730-1734.
Arcidiacono, F., & Perret-Clermont, A.-N. (2009). Revisiting the piagetian test of conservation of quantities of liquid: argumentation within the adult child interaction. Cultural-Historical Psychology, 3, 25-33.
Eemeren van, F., Greco Morasso, S., Grossen, M., Perret-Clermont, A.-N. & Riggoti, E. (2009). Argupolis: A doctoral program on argumentation practices in different communication contexts. Studies in Communication Sciences, 9(1), 289-301.
Psaltis, C., Duveen. G. & Perret-Clermont, A.-N. (2009). The social and the psychological; structure and context in intellectual development. Human Development 52 , 291-312.
Zittoun, T. & Perret-Clermont, A.-N. (2009). Four social psychological lenses for developmental psychology. European Journal of Psychology and Education, 24(3), 387-403.
Schwarz, B. B., Perret-Clermont, A. N., Trognon, A. & Marro, P. (2008). Emergent learning in successive activites. Learning interaction in laboratory context. Pragmatics & Cognition, 16(1), 57-87.
Tartas, V. & Perret-Clermont, A.-N. (2008). Socio-cognitive dynamics in dyadic interaction: How do you work together to solve Kohs cubes? European Journal of developmental Psychology, 5 (5), 561-584.
Muller Mirza, N., Tartas, V., Perret-Clermont, A.-N., & De Pietro, J.-F. (2007). Using graphical tools in a phased activity for enhancing dialogical skills : an example with Digalo. Computer-supported collaborative learning, 2, 247-272. Online version
Perret-Clermont, A. N. (2006). Comments on Rigotti & Rocci. Studies in Communication Sciences, 6(2), 181-188.
Lambolez, S., Perret-Clermont, A.-N., Berger, C., Delamadeleine, Y., Offredi, E., Lehmann, M., et al. (2003). From the back of the classroom I understand my students much better! Secondary school teachers experiment incorporating ICT into their teaching. Studies in Communication Sciences, Special Issue New Media in Education, 117-133.
Muller-Mirza, N., Baucal, A., Perret-Clermont, A.-N., & Marro, P. (2003). Nice designed experiment goes to the local community. Cahiers de Psychologie (Université de Neuchâtel), 38, 17-28.
Perret-Clermont , A. N., Muller Mirza, N., & al. (2002). Dunes – Dialogic and argumentative negociation educational software pedagogical realization- the case. Journal of Digital Contents, 1 (1), 46-50.
Perret-Clermont, A. N. (2001). Editorial. European Journal of Psychology of Education, 16(2), 139-140. Online version
Grossen, M., Iannaccone, A., Liengme Bessire, M.-J., & Perret-Clermont, A.-N. (1996). Actual and perceived expertise : the role of social comparison in the mastery of right and left recognition in novice-expert dyads. Swiss Journal of Psychology, 55 (2/3), 176-187.
Perret-Clermont, A.-N. (1993). What is it that develops ? Cognition and Instruction, 11 (3 & 4), 197-205.
Perret-Clermont, A.-N. (1989). Specificity in the subject matter and in the learner’s response. EARLI News, 8 , 18-20.
Perret-Clermont, A.-N., & Schubauer-Leoni, M.-L. (1989). Guest editors’ preface: Social factors in learning and instruction : towards an integrative perspective. International Journal of Educational Research, 13(6), 575-580.
Schubauer-Leoni, M.-L., Bell, N., Grossen, M. & Perret-Clermont, A.-N. (1989). Problems in assessment of learning : the social construction of questions and answers in the scholastic context. International Journal of Educational Research, 13 (6), 671-684. Online version
Light, P., & Perret-Clermont, A.-N. (1986). Social construction of logical structures or social construction of meaning. Dossiers de Psychologie (Université de Neuchâtel), 27 , 1-19.
Bell, N., & Perret-Clermont, A.-N. (1985). The socio-psychological impact of school selection and failure. International Review of Applied Psychology, 34, 149-160.
Doise, W., Mugny, G. & Perret-Clermont, A.-N. (1985). Social interaction across the Ocean: conflicting perspectives. ISSBD Newsletter, 1, 6. Genève et Neuchâtel: Universités de Genève et Neuchâtel.
Grossen, M., & Perret-Clermont, A.-N. (1984). Some elements of social psychology of operational development of the child (repris de l’original en portugais paru dans « Analise psicologica » 1982). The Quarterly Newsletter of the Laboratory of comparative human Cognition, 6, 51-57.
Perret-Clermont, A.-N. (1982). From the study of psychological stages to the understanding of the processes involved in the cognitive development of child and pupil. The Behavioral and Brain Sciences 5 , 259-260.
Perret-Clermont, A.-N. (1980). Review of the books « Piaget and Knowing. Studies in Genetic Psychology » by Beryl A. Geber, Routledge and Kegan Paul, London, 1979 & « Education et développement social de l’enfant » by Christiane Vandenplas-Holper, Presses Universitaires de France, Paris 1979. European Journal of Social Psychology, 10 (4), 433-438.
Doise, W., Mugny, G., & Perret-Clermont, A.-N. (1976). Social interaction and cognitive development : further evidence. European Journal of Social Psychology, 6 (2), 245-247.
Doise, W., Mugny, G., & Perret-Clermont, A.-N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5 (3), 367-383.
Conference proceedings
Kohler, A., & Perret-Clermont, A. N. (2021, 27 August). Micro-analyses of students’ productions in physics reveal misunderstandings not misconceptions. Paper presented at 19th Biennal EARLI Conference for Research on Learning and Instruction, Online. Online version
Perret-Clermont, A.-N., & Greco, S. (2020). Climbing on Piaget’s soulders to look beyond with a cultural-historical perspective : Argumentation as a situated activity in young children. Insight form the empirical study of their inferences. Paper presented at the International ISCAR Summer Seminar for PhD sudents « Cultura-historical psychology : interdisciplinary research perspectives & sociale pratices. 6-8 July 2020, Moscow State University of Psychology and Education. Online version. Online video.
Perret-Clermont, A.-N., Schär, R., Greco, S., Convertini, J., Iannaccone, A., & Rocci, A. (2019). A contribution from Argumentation Theory to the study of young children’s reasoning in play activities. Paper presented at the 9th Conference of the International Society for the Study of Argumentation, Amsterdam. Repris comme chapitre dans van Eemeren & Garssen (2019).
Greco, S., Perret-Clermont, A.-N., Iannaccone, A., Rocci, A., Convertini, J., & Schär, R. G. (2018). Analysing implicit premises within children’s argumentative inferences. In S. Oswald & D. Maillat (Eds.), Argumentation and Inference: Proceedings of the 2nd European Conference on Argumentation (Vol. 1, pp. 147-167). Londres. (A version of this communication has been published in Informal Logic, 38(4), 438-470)
Perret-Clermont, A.-N., & Perret, J.-F. (27-28 june 2016). The influence of the ideas of L.S. Vygotsky and J. Piaget on modern research of development problem. Paper presented at the International Symposium « Scientific School of L.S. Vygotsky: Traditions & Innovations », Moscow.
Greco Morasso, S., Mehmeti, T., & Perret-Clermont, A. N. (2016). Getting involved in an argumentation in class as a pragmatic move: social conditions and affordances. In D. Mohammed & M. Lewinski (Eds.), Argumentation and Reasoned Action: Proceedings of the First European Conference on Argumentation. Volume II (pp. 463-478). London: College Publications.
Perret-Clermont, A.-N., Arcidiacono, F., Breux, S., Greco, S., & Miserez-Caperos, C. (2015). Knowledge-oriented argumentation in children. In Garssen, B. J., Godden, D., Mitchell, G. & Snoeck Henkemans, A. F. (Eds.), Proceedings of the 8th International Conference of the International Society for the Study of Argumentation (1118-1129). Amsterdam: Sic Sat.
Breux, S., Mehmeti, T., Iannaccone, A., Perret-Clermont, A.-N. (2014). The role of accessories in the “staging” of Piagetian interviews. Presented at the International Workshop “Material Culture and Human Development”, Neuchâtel, Suisse.
Breux, S., Miserez-Caperos, C., Perret-Clermont, A.-N. (2013). Children’s cognitive argumentations: the construction of argumentative sub-discussions. 16th European conference on developmental psychology. Lausanne.
Kohler, A., & Perret-Clermont, A. N. (2011). A Microworld for laboratory lessons in physics. Journey to the classroom. Presented at Red-Ink International Conference «Rethinking education in the knowledge society», Monte Verità, Ascona, Switzerland. Online version
Bugnon, A., Arcidiacono, F. & Perret-Clermont, A.N. (2010). Transfer of learning in a boundary crossing training: the case of speech therapists. Procedia – Social and Behavioral Sciences, 2(2), 1730-1734. Online version
Giglio, M., & Perret-Clermont, A.-N. (2010). A teaching sequence granting space to the students’ collaborative creation in the music classroom: some observations. In G. Mota, & A. Yin (Eds). Proceeding of the 23rd International Seminar on Research in Music Education (pp. 96-101). Changchun: North East Normal University. Online version
Perret. J.-F., Perret-Clermont, A.-N. (2009). Is a technical school a bridge between school and work? Presented at the Interdisciplinary Congress on Research in Vocational Education and Training, Bern, Suisse. Online version
Kohler, A., Perret-Clermont, A.-N. (2008). Are naïve models of causality interfering with learning in physics classroom? Affiche présentée à l’ISSBD Conference, Würzburg, Allemagne. Online version
Perret-Clermont, A.-N., & Schubauer-Leoni, M.-L. (1989). The social construction of meaning in math class interactions. Paper presented at the « Mathematics, Education and Society » Sixth International Congress on Mathematical Education, Budapest. (1989, 27 July-3rd August 1988).
Perret-Clermont, A.-N. (1976). Introducing a sociological variable to the analysis of two experiments in social psychology. In M. Argyle & M. Brenner (Eds.), European summer school. Oxford: Roneotyped. Online version
Onlince conference
Perret-Clermont, A.-N., & Greco, S. (2020). Climbing on Piaget’s shoulders to look beyond with a cultural-historical perspective: Argumentation as a situated activity in young children. Insights from the empirical study of their inferences. Contribution to ISCAR summer University 2020. Youtube . Moscow: Moscow State University of Psychology & Education and International Society for Cultural and Activity Research. Online video
Rigotti, E., Greco, S., Perret-Clermont, A.N., Muller Mirza, N., Schultheis, F. & Clément, F. (Eds) avec la collaboration de Padiglia, S. (2014). Argumentum. Une plateforme pour l’étude de l’argumentation. Etablie avec le soutien du Campus Virtuel Suisse. Link to the website
Poglia, E., Richeri, G., Perret-Cleromont, A.-N., Hertz, E., Perregaux, C. (2006-2008). I2C : Improving Intercultural Communication [A multimedia course in Intercultural Communication]. Retrieved from http://www.virtualcampus.ch/display10e5.html
Communications
Perret-Clermont A.N. Notes on cultural diversity in education. Learning and Teaching in Culturally Diverse Settings (EARLI Newsletter of SIG 21), November 2009, pp.4-6. Online version
Lambolez, S., Perret-Clermont, A.-N., Maréchal, A., & Pochon, L.-O. (2004, 27-28 sept. 04). The Development of Multimedia Supports for Teaching and Training as a Learning Process. Paper presented at the Congrès ICNEE, Neuchâtel.
Muller Mirza, N., Perret-Clermont, A.-N., Tartas, V., Darbellay, K., Ghodbane, I., de Pietro, J.-F., et al. (2004, 27-28 sept. 04). Exchanging Ideas to Jointly Construct Knowledge with the DUNES Environment. Poster presented at the Congrès ICNEE, Neuchâtel.
Willemin, S & Perret-Clermont, A.-N. (2004, 11-15 july 2004). Adolescents between two worlds and multilple frames. Poster presented at the 18th Biennal Meeting of the International Socitys for the Study of Behavioral Development (ISSBD), Gent, Belgium.
Muller-Mirza, N., & Perret-Clermont, A.-N. (1999). Cultural, institutional and interpersonal aspects of « Thinking and learning contexts ». Paper presented at the EARLI Conference, Göteborg (Suède).
Grossen, M., & Perret-Clermont, A.-N. (1997). Learning: a reproduction of institutionalised teaching practices or a personal appropriation? Paper presented at the EARLI symposium « Studying Social Interaction. Ways of Thinking or Ways of Method Discussion. 7th European Conference for research on Learning and Instruction, Athens.
Muller-Mirza, N., & Perret-Clermont, A.-N. (1997). Negotiating identities and meanings in the transmission of knowledge. Analysis of interactions in a specific context of a « Knowledge Exchange Network ». Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens.
Perret-Clermont, A.-N., & Cesari Lusso, V. (1997, 2-6 june 1997). Learning environment for continuous education of executive staff of social and educational services. Paper presented at the The New Learning Environment: a Global Perspective International Council for Distance Education, The Pennsylvania State University.
Perret-Clermont, A.-N., Marro Clément, P., Grossen, M., & Trognon, A. (1997). The peer as teacher or interlocutor: an experimental and interlocutory analysis. Paper presented at the European Conference on Developmental Psychology, Rennes.
Cesari Lusso, V., & Perret-Clermont, A.-N. (1996). Communication and life contexts : challenges and ressources in the developmental process of young second-generation italians in Switzerland. Paper presented at the IInd Conference for socio-cultural research- Piaget and Vygotsky, Genève (Switzerland).
Marro Clément, P., Trognon, A., Perret-Clermont, A.-N., & Clément, F. (1996). Acquisition of conservation during an interaction between children regulated by an adult (Version anglaise). Paper presented at the IInd Conference for socio-cultural research- Piaget and Vygotsky, Genève (Switzerland).
Perret-Clermont, A.-N. (1996, 21-23 octobre 1996). Let’s ask Vygotsky to help us understanding Piaget ! Paper presented at the Conference A Cultural-Historical Approch: Progress in Human Sciences and Education, Moscou.
Perret-Clermont, A.-N. (1996). Revisiting young Jean Piaget in Neuchâtel among his partners in learning. Paper presented at the Congrès Piaget-Vygotsky, British Psychological Association, Brighton.
Grossen, M., Liengme Bessire, M.-J., Perret-Clermont, A.-N., & Iannaccone, A. (1995, 26-31 august 1995). Learning to teach and teaching to learn in novice-expert interaction. Paper presented at the Learning to Learn in Peer Interaction. EARLI Conference, Nijmegen.
Perret, J.-F., Golay Schilter, D., Perret-Clermont, A.-N., & Pochon, L.-O. (1995, 26-30 june 1995). Training for Computer Integrated Manufacturing : a Case Study. Paper presented at the The Third International Congress for Research on Activity Theory, Moscow.
Perret-Clermont, A.-N. (1993, 24 au 26 jullet 1993). Communication in Workshop on culture and cognition. Paper presented at the Workshop on culture and cognition, Porto de Galinhas, Brésil.
Bell, N., Brossard, A., Grossen, M., Iannaccone, A., Nicolet, M., Perret-Clermont, A.-N., et al. (1991).Modalities of social interaction and the elaboration of cognition. Paper presented at the 11th Biennial Meeting of the International Society for the Study of Behavioural Development, Minneapolis.
Bell, N., Schubauer-Leoni, M.-L., Grossen, M., & Perret-Clermont, A.-N. (1991).Transgressing the communicative contract. Paper presented at the meeting of the Biennial Meeting of the Society of Research in Child Development, Seattle, Washington.
Perret-Clermont, A.-N., & Schubauer-Leoni, M.-L. (1989). The social construction of intersubjectivity between adult and child in school situations. Paper presented at the 1er Congrès de la Société Suisse de Psychologie, Berne.
Bell, N., & Perret-Clermont, A.-N. (1984). The impact of schooling on the development of social identity. Paper presented at the General Meeting of the European Association of Experimental Social Psychology in Tilburg.
Perret-Clermont, A.-N., Doise, W. & Mugny, G. (1982). Pleading for social interaction across the Ocean: a rejoinder to Ames and Murray. Neuchâtel et Genève: Universités de Genève et Neuchâtel (publié sous forme révisée in: Doise, W., Mugny, G. & Perret-Clermont, A.-N. (1985). Social interaction across the Ocean: conflicting perspectives. ISSBD. (Interactions Social for the Study of Behavioral Development), Newletter, 1, 6.). Online version
Reports
Perret-Clermont, A.-N. & Schwarz, B. B. (2008). Chapter 1: General Introduction. In B. Schwarz (Ed.), ESCALATE: The white book (pp.4-9). Jerusalem : The Hebrew University of Jerusalem.
Perret-Clermont, A.-N., Muller Mirza, N., Perret, J.-F. & Padiglia, S. (2008). Chapter 8: Description of the experimentations in Switzerland & Italy. In B. Schwarz (Ed.),ESCALATE: The white book (pp.217-262). Jerusalem : The Hebrew University of Jerusalem.
Schwarz, B. B.. & Perret-Clermont, A.-N. (2008). Chap. 10: Reflections & recommendations. In B. Schwarz (Ed.), ESCALATE: The white book (pp.304-309). Jerusalem : The Hebrew University of Jerusalem.
Muller Mirza, N., Tartas, V., Darbellay, K., de Pietro, J.-F., Ghodbane, I., & Perret-Clermont, A.-N. (2004). DUNES: Final Report (D8.4). Neuchâtel: Institut de Psychologie, EU.
Edited reports
Perret-Clermont, A.-N. & Tartas, V. (2009). « Socio-cognitive conflict » A concept to bridge major theories of cognitive development. Symposium « Social interactions and learning ». Université de Neuchâtel. Online version
Perret-Clermont, A.-N., Brun, J., Saada, E. H., Schubauer-Leoni, M.-L., Bell, N., Conne, F., et al. (1984). Psychosociological processes, operatory level and the acquisition of knowledge (English translation of « Interactions didactiques 2 »). Interactions didactiques, 2bis. Universités de Genève et Neuchâtel.
Online resources
Contribution (with Perret, J.-F., Grossen, M., Liengme Bessire, M. J. and Marro Clément, P.) to the broadcast of the Open University « Cognitive Development » (E.3.62), October 1997
Interviews and Comments
Daiute, C. (Interviewer) and Perret-Clermont, A.-N. (Interviewee). (2021). « Experiencing thinking » for the podcast series « How Ideas Travel » from the Jean Piaget Society for the Study of Knowledge and Development, Co-Conveners: Colette Daiute & Nancy Budwig. Editor: Bridget Woods. Online version. Online version2
Perret-Clermont, A.-N. (2019) Faces of ISSBD/Interviewer: ISSBD. (Vol Serial No. 75). Version PDF
Perret-Clermont, A. N. (2016). Reflections on Lauren Resnick. Interview published on line by Inside the Academy of Education. Online version
Zittoun, T. & Iannaccone, A. (Eds.). (2014). Activities of Thinking in Social Spaces. New York: Nova Science Publishers Inc.
Bruner, J. (2014). Foreword. In T. Zittoun & A. Iannaccone (Eds.), Activities of Thinking in Social Spaces. New York: Nova Science.
Doise, W. (1980). Foreword to the book « Social interaction and cognitive development in children » by Anne-Nelly Perret-Clermont In. London: Academic Press.
Perret-Clermont 