Browsing by Author "Larraín, Antonia"

Now showing 1 - 9 of 9
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    Análisis de la enunciación: distinciones operativas para un análisis dialógico del discurso
    (2007) Larraín, Antonia; Medina Morales, Lorena
    El análisis de la enunciación, entendido como un tipo de análisis del discurso que concibe el discurso como siempre marcado subjetivamente, representa para las humanidades, y específicamente par la psicología, una herramienta de gran valor. No obstante lo anterior, este tipo de análisis carece de cohesión y consenso, permaneciendo como un conjunto de planteamientos aislados. Por otro lado, es un tipo de análisis escasamente difundido y poco conocido en el ámbito de las ciencias sociales. Con el fin de difundir este tipo de herramienta, el presente artículo propone un modelo de análisis (categorías y procedimientos), frutos de la discusión e integración del trabajo de sus principales exponentes: Kerbrat-Orecchioni (1993) y Ducrot (1986).
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    Campo e enunciado : Problema da articulação do discurso
    (2018) Haye M., Andrés; Larraín, Antonia
    According to Bakhtin, to speak is to reply, and replies are neither known in advance, as they are unrepeatable creative acts, nor completely novel, as they recreate the given word. Thus, one relevant question is how a given utterance leads to a specific contingent contestation among many possible others. In order to contribute to answering this question, we elaborate on the notion of discursive fields, offering an integrative account of their dynamic, virtual and dialogical nature. Bergson, Simondon and Deleuze help us to better understand how it is that the repetition of a sign, when it takes place within a field of anticipation, has the effect of an unrepeatable turn. Bakhtin and Voloshinov, in this connection, help us to explain how this field works as the historical background against which social and subjective positionings introduce novelty to the ongoing transformation of the common ground among speakers.
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    Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students' Science Content Knowledge
    (2019) Larraín, Antonia; Freire, Paulina de la Jara; López, Patricia; Grau Cárdenas, Valeska Valentina
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    Discursive analysis of experience: Alterity, positioning, and tension
    (2012) Larraín, Antonia; Haye M., Andrés
    We explore a dialogical conception of experience as experience of otherness, in order to suggest how to put together its socio-linguistic constitution and its phenomenologically non-reflexive nature. Through the analysis of a piece of conversation accounting for the flow of tension during verbal interaction, we argue that the felt and lived character of experience is attached to the positioning efforts among interlocutors within a discursive field. In contrast to attempts at conciliating a normative notion of social discourse with a phenomenological notion of immediate experience, we suggest that experience is discursive in itself insofar as it involves the lived or felt encounter with others, and that it can be accounted for using several, old and new, discourse analysis tools, for instance from Discursive Psychology and Conversation Analysis.
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    Discursively constituted experience or experience as reply : a rejoinder
    (2013) Haye M., Andrés; Larraín, Antonia
    The goal of the paper is to briefly sketch a theoretical proposal about the role played by discourse in the texture and texturing of lived experience. Inspired by the work of Bakhtin, we develop implications of concepts of inner speech, dialogicality, and specially outsideness, disputing the idea that phenomenological approaches are well equipped to account for human experience. The main argument is that so-called “immediate” experience is discursively mediated and, as such, is constituted by a dialogical dynamic of co-affection. We raise the idea that the streams of experience consist in social and psychological movements of reply.
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    Discurso y pensamiento en el aula matemática Chilena
    (2011) Preiss Contreras, David Daniel; Larraín, Antonia; Valenzuela, Susana
    Este estudio tuvo por objetivo explorar la naturaleza de los procesos de pensamiento matemático presentes en el discurso de profesoras y profesores que enseñan en el segundo ciclo de educación básica de escuelas públicas en Chile. Se codificaron 77 videos de clases de profesores participantes en el Sistema de Evaluación Nacional Docente del Gobierno de Chile, en base a una rúbrica que distinguía 4 formas de pensamiento matemático: resolución mecánica de problemas, resolución razonada de problemas, presentación mecánica de la información y presentación razonada de la información. Se realizaron análisis descriptivos y análisis multivariados de varianza. Los resultados evidencian que el pensamiento matemático docente está focalizado en la presentación mecánica de información y la resolución mecánica de problemas. Los profesores que enseñan en 5° y 6° grado dedican significativamente menos tiempo a resolución de problemas que los profesores que enseñan en 7° y 8° grado. Los resultados son coherentes con evidencia proveniente de otros estudios que muestran la adherencia de los profesores chilenos a una pedagogía intuitiva externalista, centrada en la práctica repetida de procedimientos.
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    Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning
    (2022) Larraín, Antonia; Grau Cárdenas, Valeska Valentina; Barrera Olmedo, María Jose; Freire De La Jara, Paulina Constanza; López, Patricia; Verdugo, Sebastián; Gómez, Marisol; Ramírez, Francisca; Sánchez Pinilla, Gabriel Ignacio
    Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.
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    The discursive nature of inner speech
    (2012) Larraín, Antonia; Haye M., Andrés
    If inner speech is first of all speech, then a critical departure point is to study its discursive nature. The aim of this paper is to deepen the notion of inner speech from a discursive and dialogical perspective. Drawing on the works of Vygotsky, Bakhtin, and Vološinov, we discuss the idea that consciousness is structured by language, exploring the concept of internalization, and making an analogy between acts of thinking and uttering. Inner discourse is understood as a dialogical movement of interchange between different ideological positions. Furthermore, we propose a distinction between inner discourse and self-talk: inner discourse is a basal dialogical process that may give form to syntactically well-organized self-talk, but also to processes that are on the border of language because of a weak or very instable syntactic organization. Consequently, inner discourse should be conceived of not as a homogeneous and unitary process but as a heterogeneous class of discursive practices
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    The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
    (2018) Larraín, Antonia; Freire, Paulina; Grau Cárdenas, Valeska Valentina; López, Patricia; Salvat, Ignacia; Silva, Maximiliano; Gastellu, Vicente
    Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty-one fourth-grade students (aged 9-10 years) participated in the study (thirty-nine female). One teacher was invited to teach a thematic unit (Forces), with lesson plans especially developed to foster argumentation in the classroom. The second teacher taught as usual. Students' conceptual understanding and argumentative skills were evaluated individually, both before and after the lessons. Although there were no differences in the immediate post-test scores between groups (after controlling for pre-test), the intervention group showed significantly higher scores in delayed post-tests. Regression analyses showed that the ratio of argumentative utterances per minute of group work predicted students' scores in delayed post-test disciplinary content knowledge after controlling for initial levels of learning. Argumentation skill gains did not impact learning, but initial levels of argumentation skills predicted delayed scientific content knowledge post-test. (c) 2018 Wiley Periodicals, Inc.