Social interaction and the development of cognitive operations

Abstract

A bstraci This paper presents two experiments to support the general hypothesis that the coordination of actions between individuals promotesHow do the cognitive operations controlling the interaction between the individual and his environment develop? The two research studies which we present here suggest that social psychology can help in answering this question. These operations do not develop only when the individual interacts with the objects of his physical environment. We present the hypothesis that the development of cognitive operations is facilitated when several individuals are required to coordinate their actions on the environment. This thesis lies at the crossroads of several lines of thought and research, the most useful for our purposes being the 'theoretical' approach of Piaget and the more 'practical' approach of certain educational psychologists.Piaget often underlines the importances of social factors in the child's cognitive development. 'Human intelligence develops in the individual in terms of qocial interactions too often disregarded' (Piaget, 1971, pp. 224-225). Indeed, according to Piaget, '. . . cooperation is the first of a series of forms of behaviour which are important for the constitution and development of logic ' (Piaget, 1950, In his Etudes sociologiques, Piaget constructs a model which demonstrates that Eur.

Procesos psicoeducativos en el aprendizaje cooperativo. Dimensiones para el análisis en un escenario educativo presencial con tecnología.

“…Mientras unos investigadores han propuesto algunos factores responsables de la mejora del aprendizaje como el conflicto sociocognitivo (Doise et al, 1975) o el aumento de la verbalización (Teasley, 1992), otros se han encargado de contradecir dichos factores mostrando que el efecto de la colaboración no puede atribuirse a un sólo factor. Puesto que desde nuestro punto de vista los procesos psicoeducativos que tienen lugar en el aprendizaje cooperativo son variados y por sí solos no ofrecen una explicación válida, consideramos necesario tratarlos de manera integrada, esto es, teniendo en cuenta tanto la dimensión individual como la dimensión social de cada proceso, a fin de entender cómo se produce el aprendizaje del estudiante tanto en el plano intrapsicológico como interpsicológico.…”

Developmental effect of symmetrical peer interaction during initial phases of reading literacy development

“…(1) postojanje prilike da se o problemu diskutuje i da se čuje mišljenje različito od sopstvenog (Doise, Mugny & Perret-Clermont, 1975;Mugny & Doise, 1978;Doise & Mugny, 1979;Light & Perret-Clermont, 1989;Schwarz, 1995;Schwarz et al, 2000;Howe et al, 2007;Schwarz & Linchevski, 2007;Howe, 2010);…”

“…S obzirom na relevantnost ovih karakteristika za delotvornost simetrične interakcije, uz njihovu istovremenu zavisnost od uzrasta dece, napominjemo da je većina studija rađena sa decom uzrasta iznad 9-10 godina, kada su kognitivni i socijalni razvojni preduslovi za učešće u diskusiji sa opisanim karakteristikama zadovoljeni (izuzev studija Duaza, Munjea i Pere-Klermonove (Doise, Mugny & Perret-Clermont, 1975;Mugny & Doise, 1978;Doise & Mugny, 1979), koji su ukazali na značaj suočavanja sa drugačijim stanovištem sa decom uzrasta 5-7 godina).…”

“…Nešto drugačija ideja o mehanizmu nastanka razvojne promene proizlazi iz hipoteze o socio-kognitivnom konfliktu (Doise, Mugny & Perret-Clermont, 1975;Mugny & Doise, 1978;Doise & Mugny, 1979;Doise & Mugny, 1984;prema Psaltis & Duveen, 2006), koja pretpostavlja da razvojna novina koja tokom interakcije nastaje na planu socijalnih odnosa vodi kognitivnoj reorganizaciji.…”

“…U jednoj od studija (Doise, Mugny & Perret-Clermont, 1975) autori su pokazali da postoji razvojni napredak kod dece koju je odrasla osoba suočavala sa stanovištem različitim od njihovog, bez obzira na to da li je prezentovano mišljenje bilo tačno ili ne. Osim toga, rezultati druge studije (Doise & Mugny, 1979) pokazali su da suočavanje sa drugačijim gledištem tokom interakcije među decom različitih kompetencija istovremeno vodi napretku oba deteta.…”