Cognitive symmetry-asymmetry and socio-affective affinity in the collaborative comprehension of frequency tables
DOI:
https://doi.org/10.24265/liberabit.2019.v25n2.06Keywords:
peer collaboration, cognitive symmetry, cognitive asymmetry, socio-affective affinity, frequency tablesAbstract
Objectives: the effects of competence symmetry-asymmetry and socio-affective affinity on the collaborative interaction to understand a frequency table were analyzed. Method: the participants were distributed in symmetric and asymmetric dyads taking into account the similarities and differences of their specific competences, and if they had or not reciprocal socio-affective affinity. Ninety (90) students (45 dyads) attending the sixth and seventh grades of primary school (age, M = 12.3, SD = .5), who were screened using a non-probability method, participated in the study. Each dyad answered 12 multiple-choice questions, each of which evaluated one aspect of the table comprehension. The collaborative interaction between the participants was analyzed from a three-hierarchical-level category system. Results: socioaffective affinity has influence on cognitive asymmetry. It is associated with a lower imbalance of peers’ contributions related to the resolution of the task. In contrast, in competition symmetry, socio-affective affinity was associated with slightest variations. Conclusions: the findings are discussed in terms of a situated or contextualizing perspective of the socio-cognitive event which aims to overcome the traditional epistemic conception.
Downloads
References
Asterhan, C., Schwarz, B., & Cohen-Eliyahu, N. (2014). Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition. Learning and Instruction, 34, 1-10. http://dx.doi.org/10.1016/j.learninstruc.2014.07.003
Buchs, C., & Butera, F. (2009). Is a partner´s competence threatening during dyadic cooperative work? It depends on resource interdependence. European Journal of Psychology of Education, 24(2), 145-154. https://doi.org/10.1007/BF03173007
Buchs, C., Darnon, C., Quiamzade, A., Mugny, G., & Butera, F. (2008). Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage. Revue Française de pédagogie, 163, 105-125. 10.4000/rfp.1013
Castellaro, M., & Roselli, N. (2018a). Interacción sociocognitiva entre pares en situaciones simétricas y asimétricas de competencia epistémica. Revista de Psicología, 36(1), 333-365. http://dx.doi.org/10.18800/psico.201801.011
Castellaro, M., & Roselli, N. (2018b). Resolución colaborativa de problemas lógicos en condiciones de simetría y asimetría cognitiva. Revista Propósitos y Representaciones, 6(1), 135-166. http://dx.doi.org/10.20511/pyr2018.v6n1.196
Castorina, J. A. (2018). Psicología genética y psicología social: ¿Dos caras de una misma disciplina o dos programas de investigaciones compatibles? En A. Barreiro (Comp.), Representaciones sociales, prejuicio y relaciones con los otros. La construcción del conocimiento social y moral (pp. 33-53). Buenos Aires: UNIPE Editorial Universitaria.
Curcio, J. M., Peralta, N. S., & Castellaro, M. (2019). Tamaño del grupo, argumentación y lectura de tablas en estudiantes universitarios. Diversitas, Perspectivas en Psicología. 15(2). doi: 10.15332/22563067.4350
Denessen, E., Veenman, S., Dobbelsteen, J., & Van Schilt, J. (2008). Dyad composition effects on cognitive elaboration and student achievement. Journal of Experimental Education, 76(4), 363-383. https://doi.org/10.3200/JEXE.76.4.363-386
Gabucio, F., Martí, E., Enfedaque, J., Gilabert, S., & Konstantinidou, A. (2010). Niveles de comprensión de las tablas en alumnos de primaria y secundaria. Infancia y Aprendizaje, 22(2), 183-197. https://doi.org/10.1174/113564010791304528
Leman, P., & Duveen, G, (1999). Representations of authority and children`s moral reasoning. European Journal of Social Psychology, 29, 557-575. https://doi.org/10.1002/(SICI)1099-0992(199908/09)29:5/6<557::AID-EJSP946>3.0.CO;2-T
Maita, M., Mareovich F., & Peralta, O. (2014). Intentional teaching facilitates young children's comprehension and use of a symbolic object. Journal of Genetic Psychology, 175(5), 401-415. Doi: 10.1080/00221325.2014.941320
Martí, E., García-Milá, M., Gabucio, F., & Konstantinidou, K. (2011). The construction of a double-entry table: a study of primary and secondary school`s students difficulties. European Journal of Psychology of Education, 26, 215-234. doi: 10.1007/s10212-010-0046-1
Martí, E., Scheuer, N., Cavalcante, S., Trench, M., & Brizuela, B. M. (2016). Symbolic representation of the number three: a study with three-year-old children from contrasting socioeconomic environments. Journal of Cognitive Psychology, 28(6), 743-755. https://doi.org/10.1080/20445911.2016.1188821
McDonald, R., Miell, D., & Mitchell, L. (2002). An investigation of children´s musical collaboration: The effects of friendship and age. Psychology of Music, 30, 148-163. https://doi.org/10.1177/0305735602302002
McDonald, R., Miell, D., & Mitchell, L. (2002). An Investigation of Children’s Musical Collaboration: The Effects of Friendship and Age. Psychology of Music, 30(2), 148-163. doi: 10.1177/0305735602302002
Peralta, N., & Roselli, N. (2017). Modalidad argumentativa en función del tipo de tarea y tamaño del grupo. Cogency. Journal of Reasoning and Argumentation, 9(2), 67-83. Recuperado de http://cogency.udp.cl/index.php/cogency/article/view/295
Pérez, M., Martí, E., & Pozo, J. (2010). Los sistemas externos de representación como herramientas de la mente. Infancia y Aprendizaje, 22, 133-147. https://doi.org/10.1174/113564010791304519
Pérez, M., Postigo, Y., & Marín, C. (2018). Understanding of Graphs in social Science Undergraduate Students: Selection and Interpretation of Graphs. Irish Educational Studies, 37(3), 1-23. doi: 10.1080/03323315.2018.1440248
Piaget, J. (1984). El criterio moral en el niño. Barcelona: Martínez Roca (Original work published 1932).
Piaget, J. (1995). Seis Estudios de Psicología. Barcelona: Labor (Trabajo original publicado en 1964).
Postigo, Y., & López-Manjón, A. (2015). Alfabetización gráfica en libros de texto de biología: análisis de las actividades con imágenes. Infancia y Aprendizaje, 38(3), 509-541. doi: 10.1080/02103702.2015.1054667
Pozo, J. I. (2017). Aprender más allá del cuerpo: de las representaciones encarnadas a la explicitación mediada por representaciones externas. Infancia y Aprendizaje, 40(2), 219-276. doi: 10.1080/02103702.2017.1306942
Psaltis, C. (2011). The constructive role of gender asymmetry in social interaction: Further evidence. British Journal of Developmental Psychology, 29, 305-312. Doi: 10.1111/j.2044-835X.2011.02029.x
Psaltis, C., & Duveen, G. (2007). Conservation and conversation types: Forms of recognition and cognitive development. British Journal of Developmental Psychology, 25, 79-102. https://doi.org/10.1348/026151005X91415
Psaltis, C., Duveen, G., & Perret-Clermont, A. (2009). The Social and the Psychological: Structure and Context in Intellectual Development. Human Development, 52(5), 291-312. doi: 10.1159/000233261
Psaltis, C., & Zapiti, C. (2014). Interaction, communication and development: Psychological development as a social process. United Kingdom: Routledge.
Quiamzade, A., Mugny, G., & Butera, F. (2014). Psychologie sociale de la connaissance. Grenoble, Francia: PUG.
Rodríguez, J., Martí, E., & Salsa, A. (2018). Symbolic representations and cardinal knowledge in 3- and 4-year-old children. Cognitive Development. https://doi.org/10.1016/j.cogdev.2018.09.004
Roselli, N. (2011). Proceso de construcción colaborativa a través del chat según el tipo de tarea. Revista de Psicología de la Pontificia Universidad Católica del Perú, 29(1), 3-36. Recuperado de http://revistas.pucp.edu.pe/index.php/psicologia/article/view/1142
Roselli, N. (2016). Modalities to collaborate in the social construction of conceptual maps: A comparison between individual and collective productions. American Journal of Educational Research, 5(10), 1058-1064. Doi: 10.12691/education-5-10-7
Roselli, N., Dominino, M., & Peralta, N. S. (2010). Influencia del tipo de tarea sobre la interacción colaborativa en equipos virtuales. Revista de Psicología General y Aplicada, 63(1-2), 97-117.
Salsa, A., & Vivaldi, R. (2017). Developmental changes in early comprehension and production of drawings: Evidence from two socioeconomic backgrounds. Journal of Genetic Psychology, 178(4), 217-228. https://doi.org/10.1080/00221325.2017.1328385
Salsa, A., & Gariboldi, M. B. (2017). Experiencia con símbolos y comprensión de dibujos en niños pequeños de distintos contextos socioeconómicos. Avances en Psicología Latinoamericana, 36(1), 29-43. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.4332
Schmitz, M., & Winskel, H. (2008). Towards effective partnerships in a collaborative problem-solving task. British Journal of Educational Psychology, 78, 581-596. https://doi.org/10.1348/000709908X281619
Staerklé, C., & Butera, F. (2017). Conflits Constructifs, Conflicts Destructifs. Regards Psychosociaux. Lausana, Suiza: Antípodes
Strough, J., Berg, C., & Meegan, S. (2001). Friendship and gender differences in task and social interpretations of peer collaborative problem solving. Social Development, 10(1), 1-22. https://doi.org/10.1111/1467-9507.00145
Strough, J., Swenson, L., & Cheng, S. (2001). Friendship, gender and preadolescents` representations of peer collaboration. Merril-Palmer Quarterly, 47(4), 475-499. Doi: 10.1353/mpq.2001.0025
Swenson, L., & Strough, J. (2008). Adolescent`s collaboration in the classroom: Do peer relationships or gender matter? Psychology in the Schools, 45(8), 715-728. https://doi.org/10.1002/pits.20337
Wegerif, R., Fujita, T., Doney, J., Pérez-Linares, J., Richards, A., & Rhyn, C. van (2016). Developing and Trialing a Measure of Group Thinking. Learning and Instruction, 48, 40-50. doi: 10.1016/j.learninstruc.2016.08.001
Yang, Y. (2015). Lessons Learnt from Contextualizing a UK Teaching Thinking Program in a Conventional Chinese Classroom. Thinking Skills and Creativity, 19, 198-209. doi: 10.1016/j.tsc.2015.07.002
Zapiti, A., & Psaltis, C. (2012). Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children´s cognitive development. European Journal of Social Psychology, 42, 578-588. https://doi.org/10.1002/ejsp.1885
Zapiti, A., & Psaltis, C. (2019). Too Good to Be True? Towards an Understanding of the Zone of Proximal Development (ZPD) Dynamics from a Piagetian Perspective: Gender Composition and its Changing Role from Early to Middle Childhood. Psihologija, 52(4), 323-345. doi: 10.2298/PSI181023006Z
Downloads
Published
Issue
Section
License
Copyright: In the event that the manuscript is approved for future publication, the authors retain the copyright and assign to the journal the rights to publish, edit, reproduce, distribute, exhibit, and communicate nationally and internationally in the various databases, repositories and portals.
Self-archiving policy: The author can share, disseminate, and publicize his research published by the media (e.g., academic social networks, repositories, and portals) available on the web. During the editorial review process, the journal will provide the author with the previous versions (post-print) which should NOT be disclosed by any media, only for personal use and for final approval. Liberabit will send the author the final version of the article (published version) in PDF and HTML to be shared, disseminated and disclosed by the media available on the web. After the publication of the articles, the authors can make other independent or additional agreements for the non-exclusive dissemination of the version of the article published in this journal (publication in books or institutional repositories), provided that it is indicated with the respective reference that the work has been published for the first time in this journal.
How to Cite
