Collaborative resolution of logical problems in symmetry and cognitive asymmetry conditions
Abstract: The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to individual cognitive competence. The analysis of interaction was referred to both cognitive and non-cognitive aspects. Participants were 19 dyads (38 fifth and sixth graders). First, they individually performed a set of logical items to determine an initial competence level. Next, it were constituted two types of dyads according to the previous evaluation: symmetrical dyads (both low competence children) and asymmetrical dyads (a low competence child with a high competence child). They collaboratively resolved an equivalent set of items in a second phase of the study. The collaborative interaction was analyzed from a system of categories of three inclusive levels: (1) if messages were cognitive or non-cognitive; (2) it they were utterances, questions or answers; (3) if both cognitive utterances and answers were argumentative or non-argumentative. General results showed asymmetry of epistemic competence is linked to disequilibrium in the amount of messages and cognitive affirmations (especially arguments) in favor of high competence child. This difference was not found in other categories. On other hand, symmetrical dyads showed equitable interactions related to all categories. A complementary analysis which consisted in an identification of more specific casuistic differences related to modalities of interaction showed dyadic types within general tendencies.
| Principais autores: | , |
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| Formato: | Artículo biblioteca |
| Idioma: | spa |
| Publicado em: |
Universidad San Ignacio de Loyola
2018
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| Assuntos: | APRENDIZAJE, COGNICION, RESOLUCION DE PROBLEMAS, COMUNICACION VERBAL, TEST DE MATRICES PROGRESIVAS, PSICOLOGIA, GRUPO, |
| Acesso em linha: | https://repositorio.uca.edu.ar/handle/123456789/10651 |
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