Sequential study of the socio-cognitive interaction in logical problem solving
DOI:
https://doi.org/10.21615/cesp.13.1.1Keywords:
Socio-cognitive Interaction, Cognitive Development, Collaborative Learning, Peer Collaboration, Problem Solving, Sequential AnalysisAbstract
This study aims at analyzing the socio-cognitive interaction during the collaborative resolution of logical problems, from a sequential perspective. It is focused on dyads of fifth and sixth graders, with asymmetric and symmetric socio-cognitive compositions. The design was a quasi-experimental case study with two phases: the first was an individual resolution of logical items to evaluate the initial specific competence level of each subject. Then, it was made up asymmetrical dyads (a high-competence partner with a pair of low competence) and symmetrical (both low-competence partners), which solved the task collaboratively. The socio-cognitive interaction was codified by a system of adapted categories. A sequential analysis of the interaction was performed (analysis of probabilities of transition between codes or events). This was done in relation to each condition (asymmetric and symmetric), to detect differential sequential patterns. The results indicate different interaction patterns depending on the composition of the dyad: asymmetric dyads showed that the possibility of establishing co-construction knowledge sequences depends mainly on the initial intervention issued by the most competent subject; symmetric dyads showed high levels of alternation referred to participation issued by both partners during the interaction sequence. The hypothesis that the influence of the socio-cognitive composition of the dyad on the interaction is ratified, but it is considered from a sequential diachronic perspective.
Downloads
References
Anguera, M. T. (1997). Metodología de la Observación en Ciencias Humanas. Madrid: Cátedra.
Anguera, M. T., Blanco, A., Losada, J. L., & Portell, M. (2018). Pautas para elaborar trabajos que utilizan la metodología observacional. Anuario de Psicología, 48, 9-17. doi: https://doi.org/10.1016/j.anpsic.2018.02.001
Asterhan, C., Schwarz, B., & Cohen-Eliyahu, N. (2014). Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition. Learning and Instruction, 34, 1-10. doi: http://dx.doi.org/10.1016/j.learninstruc.2014.07.003
Bakeman, R., & Gottman, J.M. (1989). Observación de la interacción: introducción al análisis secuencial. Madrid: Morata.
Bakeman, R., & Quera, V. (1996). Análisis de la interacción. Análisis secuencial con SDIS-GSEQ. Madrid: Rama.
Bakeman, R., & Quera, V. (2011). Sequential Analysis and Observational Methods for the Behavioral Sciences. Cambridge: Cambridge University Press.
Belza, H., Herrán, E., & Anguera, M. T. (2019). Early childhood education and cultural learning: systematic observation of the behaviour of a caregiver at the Emmi Pikler nursery school during breakfast. Infancia y Aprendizaje, Journal for the Study of Education and Development, 42(1), 128-178. doi: https://doi.org/10.1080/02103702.2018.1553268
Brizuela, B. M., & Scheuer. N. (2016). Investigating cognitive change as a dynamic process / Investigar el cambio cognitivo como proceso dinámico. Infancia y Aprendizaje (39)4, 627-660. doi: https://doi.org/10.1080/02103702.2016.1223710
Castellaro, M., & Roselli, N. (2015). Peer collaboration in children according to age, socioeconomic context and task. European Journal of Psychology of Education, 30(1), 63-80. doi: https://doi.org/10.1007/s10212-014-0228-3
Castellaro, M., & Roselli, N. (2018a). Interacción sociocognitiva entre pares en situaciones simétricas y asimétricas de competencia epistémica. Revista de Psicología, 36(1), 333-365. doi: https://dx.doi.org/10.18800/psico.201801.011
Castellaro, M., & Roselli, N. (2018b). Resolución colaborativa de problemas lógicos en condiciones de simetría y asimetría cognitiva. Revista Propósitos y Representaciones, 6(1) (en línea). doi: https://dx.doi.org/10.20511/pyr2018.v6n1.196
Doise, W. (1986). Levels of explanation in social psychology: European monographs in social psychology. Cambridge, London: Cambridge University Press.
Fawcett, L., & Garton, A. (2005). The effect of peer collaboration on children's problem-solving ability. British Journal of Educational Psychology, 75(2), 157-169.
Garton, A., & Harvey, R. (2006). Does social sensitivity influence collaborative problem solving in children? A preliminary investigation. The Australian Educational and Developmental Psychologist, 23(2), 5-16. doi: https://doi.org/10.1017/S0816512200028959
Guevara, M., van Dijk, M., & van Geert, P. (2016). Microdevelopment of peer interactions and scientific reasoning in young children / Microdesarrollo de la interacción entre pares y el razonamiento científico en niños pequeños. Infancia y Aprendizaje, (39)4, 727-771. doi: https://doi.org/10.1080/02103702.2016.1215083
Leman, P., & Duveen, G, (2003). Gender identity, social influence and children`s conversations. Swiss Journal of Psychology, 62(3), 149-158. doi: http://dx.doi.org/10.1024//1421-0185.62.3.149
Mejía Arauz, R., Rogoff, B., Dayton, A., & Henne-Ochoa, R. (2018). Collaboration or negotiation: two ways of interacting suggest how shared thinking develops. Current Opinion in Psychology, 23, 117-123. doi: https://doi.org/10.1016/j.copsyc.2018.02.017
Peralta, N. S., & Castellaro, M. (2018), “Interacción e intersubjetividad: Investigando sus beneficios en el ámbito educativo”. En J. Faccendini, P. Martino, M. Sironi y M. Terrádez (Comp.), Caleidoscopio. Prácticas y Clínicas Psi en la Universidad (pp. 247-259). Rosario: UNR Editora.
Peralta, N. S., & Roselli, N. (2016). Conflicto sociocognitivo e intersubjetividad: análisis de las interacciones verbales en situaciones de aprendizaje colaborativo. Psicología, Conocimiento y Sociedad, 6(1), 90-113.
Perret Clermont, A., Perret, J., & Bell, N. (1991). The social construction of meaning of and cognitive activity in elementary school children. In L. Resnick, J. Levine y Teasley, S. (Eds.), Shared cognition: thinking as social practice (pp. 41-63). Washington DC, USA: American Psychological Association.
Piaget, J. (2002). The language and thought of the child. London, England: Routledge (Original work published in 1923).
Psaltis, C. (2011). The constructive role of gender asymmetry in social interaction: Further evidence. British Journal of Developmental Psychology, 29, 305-312. doi: https://doi.org/10.1111/j.2044-835X.2011.02029.x
Psaltis, C., & Duveen, G. (2006). Social relations and cognitive development: The influence of conversation type and representations of gender. European Journal of Social Psychology, 36, 407-430. doi: https://doi.org/10.1002/ejsp.308
Psaltis, C., & Duveen, G. (2007). Conservation and conversation types: Forms of recognition and cognitive development. British Journal of Developmental Psychology, 25, 79-102. doi: https://doi.org/10.1348/026151005X91415
Psaltis, C., Duveen, G., & Perret Clermont, A. (2009). The Social and the Psychological: Structure and context in intellectual development. Human Development, 52(5), 291-312. doi: https://doi.org/10.1159/000233261
Raven, J. (1991). Test de matrices progresivas para la medida de la capacidad intelectual (de sujetos de 12 a 65 años). Manual. Buenos Aires: Paidós.
Rojas-Drummond, S., &y Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39(1-2), 99-111. doi: https://doi.org/10.1016/S0883-0355(03)00075-2
Rojas-Drummond, S., Mazón, N., Fernández, M., & Wegerif, R. (2006). Explicit reasoning, creativity and co-construction in primary school children's collaborative activities. Journal of Thinking Skills and Creativity, 1(2), 84-94. doi: https://doi.org/10.1016/j.tsc.2006.06.001
Roselli, N. (2010). Comparación experimental entre tres modalidades de enseñanza mediadas informáticamente. Revista de Investigación Educativa, 28(2), 265-282. http://revistas.um.es/rie/article/view/97981
Roselli, N. (2016). Modalities to collaborate in the social construction of conceptual maps: A comparison between individual and collective productions. American Journal of Educational Research, 5(10), 1058-1064. doi: https://doi.org/10.12691/education-5-10-7
Schmitz, M., & Winskel, H. (2008). Towards effective partnerships in a collaborative problem-solving task. British Journal of Educational Psychology, 78, 581-596.
Tartas, V., Perret-Clermont, A. N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development / Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños. Infancia y Aprendizaje, (39)4, 772-811. doi: https://doi.org/10.1080/02103702.2016.1221055
Webb, P., & Treagust, D. (2006). Using exploratory talk to enhance problem-solving and reasoning skills in grade-7 science classrooms. Research in Science Education, 36(4), 381-401. doi: https://doi.org/10.1007/s11165-005-9011-4
Wegerif, R., Fujita, T., Doney, J., Pérez Linares, J., Andrews, R., & Rhyn, C. (2016). Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50. doi: https://doi.org/10.1016/j.learninstruc.2016.08.001
Yang, Y. (2015). Lessons learnt from contextualizing a UK teaching thinking program in a conventional Chinese classroom. Thinking Skills and Creativity, 19, 198-209. doi: https://doi.org/10.1016/j.tsc.2015.07.002
Zapiti, A., & Psaltis, C. (2012). Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children´s cognitive development. European Journal of Social Psychology, 42, 578-588. doi: https://doi.org/10.1002/ejsp.1885
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 CES Psicología
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Each manuscript is accompanied by a statement specifyingThat the materials are unpublished, that have not been previously published in printed formatElectronic and that they will not be presented to any other means before knowing the decision of the magazine. ThroughoutIn case, any previous publication, sea in printed or electronic form, must be made known to the editorial staffWriting The authors attach a signed statement stating that, and the manuscript is acceptedFor publication, the rights of reproduction are the exclusive property of the Journal CES Psychology.Article metrics | |
---|---|
Abstract views | |
Galley vies | |
PDF Views | |
HTML views | |
Other views |