The social context of human learning: Some prospects for the study of socio-cognitive regulations

Abstract

Numerous studies conducted by social, cognitive, and educational psychologists suggest that learning, cognitive functioning and development, and education are fundamentally embedded in a complex social matrix. Recent studies have demonstratedthe influence on cognitive performances of several basic social variables, including evaluative pressure, group membership, situations of personal or categorical social comparison, and the academic value of the task. These findings clearly point out the necessity of considering the autobiographical dimension of the individual to explain this influence, an idea which is clearly consistent with other results obtained in studies on scholastic self-schemas. The present paper shows that the influence of the social context of cognition cannot be explained unless it is viewed from a sociocognitive perspective which considers the autobiographical memory of the individual.

Cognitive performance and attention in the classroom: An interaction between past and present academic experiences.

“…One of the major findings in our previous studies (see Monteil & Huguet, 1993a, 1993b, for reviews) was that the influence of social comparison, evaluation, and performance feedback did not occur regardless of students' past academic experiences. Instead, performance change (positive vs. negative) due to the experimental manipulations systematically differed depending on the degree of consistency of these past experiences regarding the manipulations.…”

Fast and Faultless? Quantity and Quality Feedback in Order Picking

“…This intervention is assumed to improve performance in multiple ways. It facilitates a social comparison process, which is useful to improve one's performance through direct comparison with peers (Monteil and Huguet 1999). Falk and Ichino (2006) and Mas and Moretti (2009) reported that just allowing people to observe each other's performance has a positive influence on their performance even in settings with flat wage schemes.…”

A tomada de consciência e a prática de ensino: uma questão para a psicologia escolar

“…Como sabemos, a partir dos anos 1970, a articulação da Psicologia do Desenvolvimento Cognitivo com a Psicologia Social enriqueceu teórica e metodologicamente a pesquisa sobre os processos de aprendizagem (Ex. : ver Monteil & Huguet, 1993) graças, sobretudo, aos estudos dos mecanismos de regulação, segundo os quais funciona o sistema didático. Essa pesquisa colocou em evidência o papel das representações sociais dos professores e dos alunos, seus meios de ação e de adaptação recíproca, assim como as variáveis sociais e institucionais que intervêm nesse sistema didático visto segundo a perspectiva da tríade professor-aluno-conteúdo a ser ensinado (Ex.…”