When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

Tudge, Jonathan

doi:10.1002/ejsp.2420190204

Cited by 77 publications

(68 citation statements)

References 20 publications

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“…She argued that 'more atten tion needs to be paid to [macro] social vari ables mediating the effect of social interaction on cognitive development ' [1983. p. 148], af ter finding that her Polynesian participants were less likely than Europeans to engage actively in interaction. Tudge [1989] exam ined social interaction in a mathematical bal ance beam task among children from the USA and Soviet Union, but found no evidence that growing up in a supposedly more collectively oriented culture affected the nature or results of interaction. Focusing on subcultural differ ences.…”

Section: Research In the Tradition O F Piagetmentioning

confidence: 96%

Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development

Tudge

Winterhoff²

1993

Human Development

138

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In this article we examine the theories of Vygotsky, Piaget, and Bandura as they deal with the relation between the social world and cognitive development. The prevailing belief is that these theories are quite different from each other. We consider a number of factors that contribute to this belief. One is the easy categorization afforded by current ‘world views’ in psychology – root conceptualizations of the nature of development that are believed to be incompatible. A second factor is that although the theories are far more complex than much of the empirical work based on them, researchers have concentrated on relatively narrow aspects of each theory, in the process magnifying differences between them. We conclude that although the theories have more in common than simple categorizations in much of the research literature suggests, some basic differences nonetheless exist in each theorist’s conceptualization of the relations between social and individual factors in development.

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Section: Research In the Tradition O F Piagetmentioning

confidence: 96%

Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development

Tudge

Winterhoff²

1993

Human Development

138

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“…However, the benefits of collaborative learning are not universal and seem to vary across learning tasks and individual students (Tudge, 1989).…”

Section: Collaborative Learning Theoriesmentioning

confidence: 99%

Designing a Mobile-app-based Collaborative Learning System

Cheong

Bruno²,

Cheong

2012

JITE:IIP

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Executive SummaryAn important aspect of education is to promote higher-order thinking skills to learners. However, in the lecture environment, learners are passively engaged and it is unlikely for higher-order thinking to occur. Although interventions such as "clickers" can be used to increase engagement in lectures, this does not necessarily promote higher-order thinking. Approaches such as collaborative learning are better suited for this but there is little room to use such methods in the short time frame of a lecture.With recent advances in the capabilities of smart mobile devices and their growing penetration rate among the student cohort, it is possible to take advantage of these devices to design a system to promote higher-order thinking skills in the lecture environment.We present the design of a mobile-app-based collaborative learning system named myVote and a process for its usage. Our aim is to present a theoretical paper that discusses the relevant learning theories used in designing the system as well as describe a process to use the system to achieve collaborative learning at varying levels of thinking.We demonstrate the usefulness and flexibility of the system through three scenarios involving different levels of thinking, ranging from lower-to higher-order. Although the scenarios are in the context of IT education, the system is versatile enough to be adapted for education in general and also non-educational settings, such as business-like environments.Our contribution is a framework for using mobile apps and collaborative learning theories within a lecture environment to encourage higher-order thinking in learners.Although a potential limitation of the system is that it may not be appropriate for teaching more technical IT materials, such as programming and SQL code snippets, the problem can be recasted in a different format such as pseudocode in order to facilitate teaching in these areas.Keywords: higher-order thinking skills, collaborative learning, smartphones, computer-support collaborative learning, Delphi survey, mobile app IntroductionCollaborative learning is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task (Dillenbourg, Baker, Blaye, & O'Malley, 1996). Collaborative learning centers on a socialMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistri...

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“…As inúmeras pesquisas desenvolvidas nesse campo de investigação, quer no âmbito internacional (Mugny, Doise & Giroud, 1975;Russel, 1982;Mugny & Doise, 1983;Bearison, Magzamen & Filardo, 1986;Emler & Glachan,1988;Fraysse, 1991;Taal & Oppenheimer, 1989;Tudge, 1989;Bjistra, Van Geert & Jackson, 1989;Ganuza, 1996, entre outros) como nacional (Nunes, 1998;Troncoso Guerrero, 1998;Garcia, 1999;Cunha, 1999; para citar alguns), mostram o interesse crescente e os resultados positivos alcançados pela utilização do conflito sociocognitivo na situação experimental como meio de provocar aprendizagem. Nessas pesquisas encontraram-se subsídios quanto à estruturação das situações experimentais e quanto à natureza das tarefas propostas, elegendo-se a situação de interação social por conflito sociocognitivo para investigar o grau de percepção dos sujeitos sobre sua posição sociométrica no grupo e suas relações com situações de aprendizagem.…”

Section: Introductionunclassified

Percepção social e cognição em situações de aprendizagem por conflito sociocognitivo

Dias¹

2003

Psico-USF

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ResumoO objetivo desta pesquisa foi investigar as relações entre a aprendizagem mediadas pelo conflito sociocognitivo e o grau de percepção dos sujeitos sobre sua posição sociométrica no grupo. Os sujeitos da pesquisa foram crianças de 5 a 7 anos; os procedimentos metodológicos consistiram de pré-teste, três sessões de intervenção e pós-teste. Foram aplicadas provas operatória e de possíveis, teste sociométrico e perceptual. Os resultados mostraram efeitos positivos da intervenção por conflito sociocognitivo. Com base nos dados para conservação de comprimento pôde-se afirmar apenas uma tendência para a relação melhor percepção/maior aprendizagem, não estatisticamente significativa. Quanto à situação de aprendizagem para formas de uma realidade parcialmente escondida, cada uma das situações sociométricas isoladamente não pôde explicar a aprendizagem; entretanto, ao considerar-se a percepção como um todo, a relação maior-percepção/melhor-aprendizagem pôde ser afirmada. Palavras-Chave: Percepção social; Aprendizagem; Conflito sociocognitivo. Social perception and cognition in learning situations through social-cognitive conflict AbstractThe objective of this research was to investigate the relationship between the learning mediated by social-cognitive conflict and the degree of individuals' perception of their own sociometric status in the group. The subjects are children between from 5 to 7 years old; the experimental procedures consisted of pre-tests, three intervention sessions and post-test. Operative and formation of possibilities tasks as well as sociometric and perceptual tests were applied. The results showed positive effects from the intervention of social-cognitive conflict. Based on the data of length conservation learning, only a slight tendency for the relation better level of perception, higher level of learning could be confirmed but it was not statistically significant. In relation to the learning of forms of partially hidden reality, each separated sociometric situation could not explain the learning, but considering the perception as a whole, the relation better perception, higher learning could be confirmed. Keywords: Social perception; Learning; Social-cognitive conflict. IntroduçãoEste estudo se insere no campo das investigações sobre as relações sociais, circunscrito às situações de aprendizagem, mediadas pelo conflito sociocognitivo. Fundamenta-se nos pressupostos da teoria piagetiana quanto aos conceitos de interação social e aprendizagem por conflito cognitivo (Sisto, 1993). Busca subsídios na teoria moreniana ao enfocar as relações interpessoais do ponto de vista da Sociometria, elegendo dessa teoria o teste sociométrico e o teste perceptual como instrumentos de estudo.Encontram-se desde as primeiras obras de Piaget a valorização do fator social como necessário para a socialização progressiva do pensamento ao tratar de temas como egocentrismo, cooperação e descentração, afirmando o valor da interação social como essencial para o desenvolvimento cognitivo (Piaget, 1926(Piaget, , 1973. Na co...

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When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

Cited by 77 publications

References 20 publications

Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development

Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development

Designing a Mobile-app-based Collaborative Learning System

Percepção social e cognição em situações de aprendizagem por conflito sociocognitivo

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