Parallel Serbian versions of blot test: An empirical examination

2015

Psihologija

Self Cite

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]

Section: Methodsmentioning

confidence: 99%

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

2015

Psihologija

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“…For the interaction phase, where MC and LC students solved tasks together, the parallel version of BLOT was applied. It was constructed in a separate research (Stepanović Ilić et al, 2012).…”

Section: Instrumentsmentioning

confidence: 99%

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

Baucal

2022

Psihologija

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This study explores differences between more and less competent peers in joint problem-solving dialogues, related to opposite interaction outcomes of more competent students (progression/regression). Ten asymmetrical peer dyads were selected from 47 dyads participating in the previous study: five in which more competent (MC) student progressed the most, and five in which MC students regressed the most after a post-test. Ten dialogue characteristics were established in 50 conversations of these dyads. Cluster analysis revealed two dialogue types associated with different interaction outcomes of MC students. In the first one, MC students justified correct answers but behaved inconsistently with their higher competences. The second cluster characterizes domination-submissiveness pattern and MC students? unwillingness to justify opinion. All regressing MC students participated in the first dialogue type and 56% of progressing MC students in the second. Qualitative analysis of the conversations typical for extracted clusters implies that although ready to provide arguments to their peers when they can, regressing MC students exhibit uncertainty, thereby losing from interaction. Progressing MC students seem to protect themselves against possible interaction disturbances by dominant attitude and withdrawal from communication.

“…Разлика у компетенцијама била је уједначена за све парове коришћењем Раш анализе (Bond & Fox, 2013) која омогућава изражавање мера тежине задатака и мера способности испитаника на истој скали. У фази интервенције парови су решавали 5 задатака паралелне верзије BLOT теста (више о паралелној верзији видети у Stepanović Ilić, Baucal & Bond, 2012), изабраних тако да је компетентнији ученик решио све задатке на пре-тесту, као и да су они били испод нивоа његових компетенција утврђених пре-тестом, а да његов партнер нижих компетенција није успео да реши ниједан од 5 задатака, који су опет по тежини били изнад нивоа његових способности. Парови су добили инструкцију да заједно решавају задатке, да се договоре око тачног одговора, као и да ученик нижих компетенција образложи зашто су изабрали дати одговор.…”

Section: процедураunclassified

Domination-submissiveness as a communication pattern in adolescents’ dialogue: A qualitative study

Baucal²

2018

ZIPI

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The paper explores asymmetrical peer interaction and focuses on adolescents with higher competences, which is fairly rare in this field. Although interested in language, the Vygotskians dominantly studied adult-child interaction, while the Piagetian research, despite the orientation towards peer interaction, has started to investigate their dialogue only recently. In the current paper, we traced the domination submissiveness communication pattern in 10 dyad conversations of primary school students (the 6th and 8th grade), in which more competent students progressed or regressed most after an interaction with a less competent peer. This pattern is usually related to a lower achievement of less competent students who were found to be submissive, while domination was a feature of their more competent peers. The aim was to explore whether this pattern had variations and how it was related to the achievement and behaviour of more competent students. The results indicate that there are various forms of the investigated communication pattern and that it is associated with the more competent students? progression. The previous findings regarding the dominant behaviour of more competent students have been confirmed. Qualitative analysis enabled us to see the domination-submissiveness communication pattern as a complex form of interaction which appears in various forms in the dialogues of asymmetric dyads. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 197018]