Contextual Determination of Human Thinking: About Some Conceptual and Methodological Obstacles in Psychology Studies

Sorsana, Christine; Trognon, Alain

doi:10.1159/000329844

Cited by 12 publications

(8 citation statements)

References 95 publications

(71 reference statements)

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“…A third generation of studies emerging in the past few years (Leman & Duveen, , , ; Psaltis, ; Psaltis et al, ; Psaltis & Duveen, , ) aims at a micro‐level analysis of the features and the form that such conversations take when promoting cognitive development. What this third generation attempts to do is to offer a social psychological articulation of the four levels of analysis (see Doise, ) in the study of peer interaction and cognitive development while retaining the strengths of the structural analysis of Piagetian constructivism (for reviews and commentaries of this work, see Castorina, ; Ferrari, ; Martin, ; Maynard, ; Nicolopoulou & Weintraub, ; Psaltis, ; Psaltis, Duveen, & Perret‐Clermont, ; Simao, ; Sorsana & Trognon, ). Specifically, this line of research investigates the role of different asymmetries and the way they affect cognitive development.…”

Section: Introductionmentioning

confidence: 99%

Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development

Zapiti

Psaltis

2012

Euro J Social Psych

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This study examines the role of social representations of gender and knowledge as sources of asymmetry on the features of children's interactions as well as on their cognitive development. The research was carried through an innovative pre‐test, first interaction, second interaction, post‐test design. One hundred fifty‐nine children of the same age (6.5–7.5 years old) but of different levels of knowledge of a spatial‐transformation task collaborated in same‐sex and opposite‐sex dyads to find a joint solution. In the first interaction, a child less developmentally advanced (NC) had to work with a child more developmentally advanced (TC), whereas in the second interaction of the same gender composition, the same NC had to work with a fresh NC. Cognitive progress was assessed using pre‐test to post‐test gains. The results revealed that the gender composition of the pairs and knowledge asymmetry influence not only the behavioral patterns and strategies that each partner employs in the interaction but also the cognitive outcomes of the children. These findings shed more light to the process through which socio‐cognitive conflict gets resolved, which was considered until now a “black box.” Copyright © 2012 John Wiley & Sons, Ltd.

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Section: Introductionmentioning

confidence: 99%

Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development

Zapiti

Psaltis

2012

Euro J Social Psych

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“…The socioconstructivist approach of cognitive development (Gilly, 1989(Gilly, , 1991Mugny & Doise, 1978;Mugny et al, 1981;Perret-Clermont, 1993;Psaltis et al, 2009;Sorsana, 1999;Sorsana & Trognon, 2011) assumes that knowledge and know-how are built in and through social interactions. In other words, individuals are both conceptualized as a centre of decision, and as a point of intersection of several lines of force that can be analysed at different levels: intra-individual, inter-individual, situational, social position, or ideological (Doise, 1986).…”

Section: Socioconstructivist Developmental Methodologiesmentioning

confidence: 99%

How to Testify to the Emergence of an Idea in Conversation: Methodological Avenues for Exploring Children’s Interviews

Sorsana¹

2020

Human Development

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In line with socioconstructivist works analysing the impact of social interactions on cognitive development, the present study discusses how to capture, describe, and analyse the emergent co-production of new ideas or creative cognitive solutions. After introducing the methodologies that are currently used in this field, we recall the relevance of pragmatic analyses of conversations. We then identify several possible methodologies for probing and finely analysing the emergence of children’s new thinking, by cross-referencing third-person (i.e., from the researcher’s point of view) and first-person (i.e., from the children’s point of view, following an explicitation interview) analyses.

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“…Sin embargo, en la actualidad, se apunta a superar esa visión cognitivista o epistémica, para dar lugar a un enfoque que incorpore aspectos más propiamente psicosociales y/o de influencia social (por ejemplo, Leman, 2015;Psaltis, Duveen & Perret Clermont, 2009;Quianzade, Mugny & Butera, 2014;Sorsana & Trognon, 2011).…”

Section: Propósitos Y Representacionesunclassified

Resolución colaborativa de problemas lógicos en condiciones de simetría y asimetría cognitiva

Castellaro¹,

Roselli²

2018

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<p>Se estudió la interacción verbal colaborativa en díadas simétricas y asimétricas desde el punto de vista de la competencia cognitiva específica individual. La interacción fue analizada tanto en sus aspectos cognitivos como no-cognitivos. Participaron 19 díadas (38 sujetos) de quinto y sexto grado de escolaridad primaria. En una primera fase los sujetos resolvieron individualmente una serie de problemas lógicos, con el fin de determinar el nivel de competencia inicial. En función de los resultados, se conformaron díadas simétricas (ambos sujetos de baja competencia) y asimétricas (un sujeto de baja competencia con un sujeto de alta competencia), las cuales, en una segunda fase, resolvieron colaborativamente una serie equivalente de problemas. La interacción colaborativa de las díadas se analizó por un sistema categorial de tres niveles inclusivos: (1) si los mensajes eran cognitivos o no-cognitivos; (2) si éstos eran, a su vez, afirmaciones, preguntas o respuestas; (3) si las afirmaciones y respuestas (ambas cognitivas) eran argumentadas o no. Según los resultados generales, la asimetría de competencia epistémica se asoció con un desequilibrio, a favor del sujeto de mayor competencia, en los volúmenes generales de mensajes y de afirmaciones cognitivas, sobre todo argumentadas (no así en el resto de las categorías). En las díadas con simetría de competencia epistémica se observó un intercambio equitativo en todas las categorías. Un análisis complementario, consistente en la identificación de diferenciaciones casuísticas más sutiles relativas a las modalidades de interacción, evidenció tipos diádicos específicos dentro de las tendencias generales señaladas. </p>

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Contextual Determination of Human Thinking: About Some Conceptual and Methodological Obstacles in Psychology Studies

Cited by 12 publications

References 95 publications

Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development

Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development

How to Testify to the Emergence of an Idea in Conversation: Methodological Avenues for Exploring Children’s Interviews

Resolución colaborativa de problemas lógicos en condiciones de simetría y asimetría cognitiva

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