Anne-Nelly Perret-Clermont

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Anne-Nelly Perret-Clermont

Professor Emerita
Institute of Psychology and Education,
University of Neuchâtel, Switzerland

Bio and Research Interest

Anne-Nelly Perret-Clermont studied psychology with Jean Piaget in the University of Geneva, vocational guidance in the University of Lausanne, and child development in the Institute of Education, University of London.

She conducts research in social and cultural psychology with a special interest for the study of thinking as a contextualized and developmental activity. She has been interested in the transition from youth to adulthood with special attention to vocational training. She is presently coordinating an interdisciplinary project on knowledge-oriented argumentation.

She has been involved in educational research and teacher training, member of several committees for science policy, co-founder and co-president of DORE, an action of the Swiss National Science Foundation to support field-oriented research in social, health and educational sciences and in art and music.

Recent Positions and honors

Member of the Council of the Università della Svizzera Italiana

Member of the Council of the Université de Neuchâtel

Member of the evaluation committee of ASLAN (Advanced Studies on LANguage complexity) winner of the national competition in France for Laboratoire d’excellence

Yelpanov Medal Moscow State University of Psychology and Education

Dr. honoris causa University of Göteborg

PhD

University of Geneva, 1976

Publications

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 Eemren & B. Garssen (Eds.), Argumentation in actual practice. Topical studies about argumentative discourse in context (pp. 211-236): John Benjamins Publishing Company.

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 Behiavioral Science, 53, 679-693.

Kontopodis, M., & Perret-Clermont, A.-N. (2016). Educational settings as interwoven socio-material orderings. [Special Issue]. European Journal of Psychology of Education, 31(1)

Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (Eds). (2015). Social Relations in Human and Societal Development. Basingstokes (Hampshire, UK): Palgrave Macmillan.

Perret, J.-F. & Perret-Clermont, A.-N. (2011). Apprentice in a changing trade. Charlotte, N.C. USA: Information Age Publishing.

Perret-Clermont, A.-N. & Barrelet, J.-M. (Eds) (2008/2014). Jean Piaget and Neuchâtel. The Learner and the Scholar. Hove and New York: Psychology Press.

Muller Mirza, N. & Perret-Clermont, A.-N. (Eds). (2009). Argumentation and education: theoretical foundations and practices. Dordrecht, Heidelberg, London, New York: Springer.