Asymmetrical peer interaction as a factor of formal operations development in more competent students

Abstract

This paper deals with the role of asymmetrical peer interaction in the development of formal operational thinking. The relevance of the research lies in the fact that influence of peers? interaction is rarely examined in the context of the development of formal operations and in the fact that effects of asymmetrical interaction are more investigated regarding the less competent participants. The results show no influence of the interaction on the development of formal operations in more competent children. This is in accordance with some research findings. However, there are some more competent students who significantly progressed and others who considerably regressed after the interaction. That deserves attention and suggests that next important step is analysis of peers? dialogues. Such examination could reveal interaction attributes that can influence cognitive development which has theoretical relevance, but also practical implications in the classroom. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identification, measurement and development of cognitive and emotional competences important for a society oriented toward European integrations]

Why more competent adolescents advance or regress after assymetrical peer interaction: Studying dialogue characteristics that make a difference

“…The results showed that LC students progressed, and that interaction did not affect MC students (Stepanović Ilić, 2015). However, it transpired that MC students were a very heterogeneous group regarding their performance on the post-test (Stepanović Ilić, 2015).…”

“…The results showed that LC students progressed, and that interaction did not affect MC students (Stepanović Ilić, 2015). However, it transpired that MC students were a very heterogeneous group regarding their performance on the post-test (Stepanović Ilić, 2015). Hence this study focuses on those who progressed or regressed the most, assuming that the explanation for different interaction outcomes could be related to the nature of peer dialogue.…”

“…The importance of peer interaction for development of logical reasoning was introduced by Piaget (1941Piaget ( /1999Piaget ( , 1950Piaget ( /1999Piaget ( , 1960Piaget ( /1999 who perceived it as equal and cooperative, hence stimulating, unlike a child-adult relationship characterized by adults' dominance. He never investigated peer interaction, but his followers started a fruitful line of empirical studies examining the role of socio-cognitive conflict between peers and its effects on cognitive development (see Stepanović Ilić, 2015;Stepanović Ilić et al, 2015). Inspired by the mentioned studies Vygotskian authors transferred their interest from adult-child to peer interaction emphasizing cognitive asymmetry between peers and the influence of a more competent peer within zone of proximal development (ZPD) of his/her interaction partner.…”

“…Investigations within these two most influential approaches in developmental psychology were dominantly oriented towards less competent (LC) participants aiming to identify factors enhancing their reasoning. Following more competent (MC) participants within the interaction studies we identified findings about their advancement (Allen & Feldman, 1973;Denessen et al, 2008;Roscoe & Chi, 2007;Webb, 1982), regression (Fawcett & Garton, 2005;Tudge, 1989Tudge, , 1992 and lack of interaction effects (Webb et al, 1998;Stepanović Ilić, 2015). Such heterogeneity could be related to different investigation settings, but it can also be a result of an overly complex interplay of factors (individual, interpersonal, task, investigation and broader socio-cultural context) involved in the interaction process.…”

Capacity for mentalization in adolescents as a predictor of formal operational thought and school success

“…разумевање потреба и намера друге особе, јесте битна компонента у развоју комплексног формално-операционалног мишљења. кооперација међу вршњацима доприноси развоју логичког мишљења будући да својим својствима подстиче развој рефлексије и регулације сопствених мисаоних процеса (Stepanović, 2010;Stepanović Ilić, 2015).…”