Baucal, Aleksander

2017, Richard-De-Paolis, Paola, Baucal, Aleksander, Felice Carugati, Perret-Clermont, Anne-Nelly

2010, Tartas, Valérie, Baucal, Aleksander, Perret-Clermont, Anne-Nelly

2016-6-13, Tartas, Valérie, Perret-Clermont, Anne-Nelly, Baucal, Aleksander

In this paper, we present the recent development of a methodological approach originally devised by Perret-Clermont and Schubauer-Leoni called ‘experimental micro-histories’. This approach allows us to investigate processes of change that often seem to be underestimated in the typical experiments used in developmental psychology that focus on the average impact of certain factors. Two dyads were studied in-depth to understand how, for better or for worse, children use elements learned from previous conversations in their subsequent self-regulatory processes. Different trajectories of private-social speech were studied through different phases (childadult scaffolding phase and a subsequent child-child interaction phase) and will be discussed in order to reconsider the necessity of adopting a microhistorical focus on developmental processes of change.

2010, Tartas, Valérie, Baucal, Aleksander, Perret-Clermont, Anne-Nelly, Littleton, K., Howe, C.

2016, Tartas, Valérie, Perret-Clermont, Anne-Nelly, Baucal, Aleksander

In this paper, we present the recent development of a methodological approach originally devised by Perret-Clermont and Schubauer-Leoni called ‘experimental micro-histories’. This approach allows us to investigate processes of change that often seem to be underestimated in the typical experiments used in developmental psychology that focus on the average impact of certain factors. Two dyads were studied in-depth to understand how, for better or for worse, children use elements learned from previous conversations in their subsequent self-regulatory processes. Different trajectories of private-social speech were studied through different phases (child-adult scaffolding phase and a subsequent child-child interaction phase) and will be discussed in order to reconsider the necessity of adopting a micro-historical focus on developmental processes of change., En este artículo presentamos el desarrollo reciente de un enfoque metodológico originalmente ideado por Perret-Clermont y Schubauer-Leoni denominado ‘microhistorias experimentales’. Este enfoque nos permite investigar procesos de cambio que suelen pasarse por alto en los típicos experimentos que se llevan a cabo en el campo de la psicología del desarrollo y que se centran en el impacto promedio de ciertos factores. En este trabajo, se estudiaron en profundidad dos díadas para entender el modo en que, bien en su beneficio o detrimento, los niños utilizan elementos aprendidos durante conversaciones previas en sus procesos auto-regulatorios posteriores. Se analizaron diferentes trayectorias del habla privada-social durante distintas fases (una fase de andamiaje niño-adulto y una fase posterior de interacción niño-niño), que se debaten a continuación para replantear la necesidad de adoptar un enfoque microhistórico sobre los procesos de cambio en el desarrollo.

2003, Muller Mirza, Nathalie, Baucal, Aleksander, Perret-Clermont, Anne-Nelly, Marro, Pascale

The point of departure for the issues that will be addressed in this paper is our astonishment at the result of our experiment using the Piagetian conservation task in a primary school setting. We found that the responses of the children in the experiment did not fit our expectations. The starting point of the experiment was the hypothesis that repetition of the same question in a conservation task could mislead children to give a preoperational answer. We designed the experiment (tasks, balancing, and a well defined procedure) with precise and simple questions that seemed appropriate for testing the hypothesis. However, during the experiment we realized that almost no child from the first grade of primary school gave a concrete-operational answer. In trying to understand the background of this unexpected event we realized, once again, that the children’s reference frame was different from ours: while we asked them about the amount of juice in the glasses, they (re)constructed the question as a task consisting of comparing levels of juice in the glasses. Moreover, we found that we were testing not only the children but in fact the whole community. Parents, teachers and school authorities were behind the scene actors if not the very actors in our research.