Résultat de la recherche
Can you think with me ? The social and cognitive conditions and the fruits of learning
Psychosocial Processes in Argumentation
This chapter examines argumentation as a psychosocial practice, embedded in institutional , historical, and cultural contexts. Even though they are in reality interwoven, several dimensions (cognitive, interactive, and cultural) will be distinguished. At the cognitive and individual leve, the questions comprise the following ones: what are the cognitive prerequisites for engaging into an argumentative interaciton? How is the development of argumentative skills taking place in children? But focusing only on the individual level would not take into consideration other dimensions that are important such as the relational and dialogical aspects of argumentation, the status of the partners and characteristic of the "audience". The specific demands of the cultural context in which argumentation takes place are also examined.
Socio-cognitive dynamics in dyadic interaction: How do you work together to solve Kohs cubes?
This study presents a detailed analysis of collaborative interaction modes employed by 9- to 10-year-old children in a spatial problem solving a task called the Kohs cubes. All the children were videotaped during non-interactive pre-test and post-test sessions ( stages 1 and 4) and two types of interactive sessions: ( 1) novice children training with adults ( stage 2); and ( 2) competent instruction by children, or competent children, interacting with novice children ( stage 3). Dyadic sessions between competent and novice children are analysed in more detail to show how children share their involvement with the task and how they manage to solve the problem depending on their level of task competence. Three particular dimensions of these interactive sessions have been studied: ( 1) making strategies explicit; ( 2) children's task management; and ( 3) modes of interaction and their evolution in the course of the task resolution. Through a qualitative case-based analysis of four dyads extracted from the experiment, the results highlight the plurality and complexity of the socio-cognitive dynamics in dyadic interactions. The discussion focuses on the processes of collaborative learning involved in such interactions.