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Publicação
Conflito sócio-cognitivo e desenvolvimento cognitivo
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Autores
Orientador(es)
Resumo(s)
This study investigates different modalities
of social interaction and their effects
on the progressiv mastery of spatial representations
in children of age 5 to 6 years
and 8 months. More precisely, children are
confronted in four experimental situations
with spatial transformations that are performed
by an adult. These transformations
are either 1) correct, 2) incorrect at a level
superior to the subject’s initial one, 3) incorrect
at an inferior level but still possessing
a certain systematic structure, 4) completely
absurd. In a control situation subjects work with the same material; however, this time there is no interaction with an adult.
One finding is that models superior to
the subject’s level can provoke progress.
Another, perhaps even more important finding
is that progress can also be provoked by inferior models to the subject’s initial level. This result was corroborated in a
complementary experiment which further
demonstrated that repetitiv interactions with
an adult model proposing an inferior performance
can stabilise the subject’s progress.
Descrição
Palavras-chave
Contexto Educativo
Citação
Análise Psicológica, 2 (1), 7-23
Editora
Instituto Superior de Psicologia Aplicada