Resumo

CASTELLARO, Mariano; PERALTA, Nadia Soledad  e  CURCIO, Juan Manuel. Sequential study of the socio-cognitive interaction in logical problem solving. CES Psicol [online]. 2020, vol.13, n.1, pp.2-17. ISSN 2011-3080.  https://doi.org/10.21615/cesp.13.1.1.

This study aims at analyzing the socio-cognitive interaction during the collaborative resolution of logical problems, from a sequential perspective. It is focused on dyads of fifth and sixth graders, with asymmetric and symmetric socio-cognitive compositions. The design was a quasi-experimental case study with two phases: the first was an individual resolution of logical items to evaluate the initial specific competence level of each subject. Then, it was made up asymmetrical dyads (a high-competence partner with a pair of low competence) and symmetrical (both low-competence partners), which solved the task collaboratively. The socio-cognitive interaction was codified by a system of adapted categories. A sequential analysis of the interaction was performed (analysis of probabilities of transition between codes or events). This was done in relation to each condition (asymmetric and symmetric), to detect differential sequential patterns. The results indicate different interaction patterns depending on the composition of the dyad: asymmetric dyads showed that the possibility of establishing co-construction knowledge sequences depends mainly on the initial intervention issued by the most competent subject; symmetric dyads showed high levels of alternation referred to participation issued by both partners during the interaction sequence. The hypothesis that the influence of the socio-cognitive composition of the dyad on the interaction is ratified, but it is considered from a sequential diachronic perspective.

Palavras-chave : Socio-cognitive Interaction; Cognitive Development; Collaborative Learning; Peer Collaboration; Problem Solving; Sequential Analysis..

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