Baucal, Aleksander

2020-12-6, Grossen Peretti, Michèle, Zittoun, Tania, Baucal, Aleksander

This article introduces the special issue “Learning and Developing over the Life-Course: A Sociocultural Approach”, which collects six papers stemming from the project “Ages for Learning and Growth: Sociocultural Perspectives” (AGILE), supported by the European Association for Research on Learning and Instruction. Considering that sociocultural psychology has mainly focused on development and learning in children, adolescents or (young) adults, AGILE aims at exploring learning and development in older people's lives. To do so, theoretical concepts and methodological tools used in research on other developmental periods had to be reconfigured and enlarged. The article first presents the main theoretical and methodological assumptions underlying sociocultural psychology, and shows the challenges of applying them to older people. Each of the six papers (by Aleksander Baucal, Michèle Grossen, Pernille Hviid, Kyoko Murakami, Roger Säljö, Fabienne Tarrago Salamin, Isabelle Tournier and Tania Zittoun) is then briefly introduced. In conclusion, the article emphasises the importance of accounting for the situatedness of older persons' activities, the meaning they give to these, and their experience of ageing. Methodologies that recognise the expertise of the persons participating in a study, and include them as active participants, are also called for.

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

2015-12-16, Budjevac, Nevena, Arcidiacono, Francesco, Baucal, Aleksander

2012, Baucal, Aleksander, Budjevac, Nevena, Arcidiacono, Francesco, Baucal, Aleksandar, Radisic, J., Budjevac, Nevena, Simic, N., Jovanovic, V.

2020-9-26, Zittoun, Tania, Baucal, Aleksander

This paper proposes a sociocultural psychology approach to ageing in the lifecourse. It proposes to consider sociogenetic, microgenetic and ontogenetic transformations when studying older age. On this basis, it considers that older people's lives have two specificities: a longer life experience, and a unique view of historical transformation. The paper calls for a closer understanding of the specific and evolving conditions of ageing, and for more inclusion of older citizens in public debate and policy making.

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.

2015-11-20, Budjevac, Nevena, Arcidiacono, Francesco, Baucal, Aleksander

2019-7-24, Baucal, Aleksander, Gillespie, Alex, Krstić, Ksenija, Zittoun, Tania

Debates about replication in psychology have focused on methodological issues and how to strengthen the replication culture. In most cases, these discussions have tended to assume that the phenomena being investigated are universal. In this paper, we are going to propose a theoretical distinction of different types of replication. The distinction is based on the assumption that besides of universal psychological phenomena there are also phenomena, especially in social and cultural psychology, that are expected to vary between socio-cultural contexts and across history. Taking this insight to its logical conclusion it implies that the main purpose of a replication and interpretation of its results depends on the phenomenon being studied. In the case of the universal phenomena, the replication serves to validation purpose, while in the case of the socio-cultural phenomenon it serves to advance our theoretical understanding of how the given phenomenon is formatted by the socio-cultural-historical context

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.

2013-8-15, Baucal, Aleksander, Arcidiacono, Francesco, Budjevac, Nevena