Development of Argumentative Discourse in Adolescents, Based on Psycholinguistics and Neurosciences

This research project focuses on the deep analysis of the psycholinguistic and neurolinguistic foundations supporting adolescents' ability to construct argumentative discourse. It addresses the complexity of language as a communicative and cultural system, integrating theoretical perspectives from Saussure (Langue vs. Parole) to Halliday (socio-semantics) and Jakobson (communication theory). The study recognizes that language development, including phonological, semantic, syntactic, and pragmatic levels, continues through adolescence, particularly in logical and argumentative aspects. The methodology employed is mixed (qualitative and quantitative), involving extensive literature review, observation, test application, and discourse analysis within educational settings. The approach seeks to unravel how expressive and semantic-comprehension levels converge to form the logical and argumentative level, which is essential for advanced cognition. The expected outcome is a practical proposal designed to foster the development of logical argumentation skills in young people.<br/><br/><b>Goal</b>: <br/>To identify the psycholinguistic and neurolinguistic foundations of argumentative discourse development in adolescents. The ultimate goal is to generate an effective methodological proposal to stimulate this advanced level of logical language in this population.<br/><br/><b>Research lines</b>: <br/>Philosophy of education