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Publication
Interacções sociais e aprendizagem: A influência do estatuto do par nas dinâmicas interactivas e nos procedimentos de resolução
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Advisor(s)
Abstract(s)
O presente trabalho teve como objectivo a comparação
da indução de estatuto em duas condições de
assimetria com uma situação de interacção simétrica.
Como hipótese geral partimos da ideia de que as interacções
assimétricas desencadeariam maior predominância
de regulações relacionais e, como consequência,
os sujeitos envolvidos nesse tipo de dinâmicas
apresentariam menos benefícios que os seus congéneres
implicados em situações de interacção simétricas.
A amostra foi constituída por 36 crianças, com idades
compreendidas entre os 4 anos e 5 meses e os 6
anos, de dois Jardins de Infância de Lisboa. Das 36
crianças, 30 não souberam resolver correctamente a
tarefa proposta, no pré-teste, enquanto as restantes 6 o
conseguiram. Foi utilizada uma tarefa de classificação
multiplicativa, com figuras de animais. A investigação
desenrolou-se em duas fases: a primeira incluindo o
pré-teste e a segunda a situação experimental e o
pós-teste, com um intervalo de 2 semanas entre as
duas fases.
As 36 crianças foram distribuídas por cada uma das
3 condições experimentais («interacção simétrica»,
«assimetria induzida» e «assimetria reforçada») com
os 6 que resolveram a tarefa correctamente no pré-teste,
incluídos na condição «assimetria reforçada», como
tutores e os restante 30 distribuídos de forma equivalente
por 5 grupos, de acordo com os seus desempenhos
no pré-teste.
Os resultados mostram que o estatuto do par produz
impacto no funcionamento sócio-cognitivo da díade e
nos desempenhos individuais no pós-teste.
The present study was designed to allow for the comparison of status induction, in two conditions of asymmetry, with a situation of symmetric interaction. As a general hypothesis we state that the asymmetric situations have a predominance of relational regulations and, as a consequence, the children involved have fewer benefits than that involved in a symmetric interaction. 36 children, between the ages of 4:5 and 6:0, from two nursery schools in Lisbon acted as subjects. 30 of the 36 children were not able to solve the task proposed and 6 could solve it correctly. A multiple classification task, with pictures of animals, was used. The experiment was realized in two phases: the first including the pre-test and the second the experimental situation and the post-test, with a delay of two weeks between the two phases. The 36 children were distributed to one of the three experimental conditions: («symmetric interaction », «induced asymmetry» and «reinforced asymmetry ») with the 6 who had solved the task correctly assigned to the condition «reinforced asymmetry», as tutors, and the remaining 30 equally assigned to 5 equivalent groups, according to their performances in the pre-test. The results show that the peer status has impact on the socio-cognitive functioning of the dyad and on the individual performance in post-test.
The present study was designed to allow for the comparison of status induction, in two conditions of asymmetry, with a situation of symmetric interaction. As a general hypothesis we state that the asymmetric situations have a predominance of relational regulations and, as a consequence, the children involved have fewer benefits than that involved in a symmetric interaction. 36 children, between the ages of 4:5 and 6:0, from two nursery schools in Lisbon acted as subjects. 30 of the 36 children were not able to solve the task proposed and 6 could solve it correctly. A multiple classification task, with pictures of animals, was used. The experiment was realized in two phases: the first including the pre-test and the second the experimental situation and the post-test, with a delay of two weeks between the two phases. The 36 children were distributed to one of the three experimental conditions: («symmetric interaction », «induced asymmetry» and «reinforced asymmetry ») with the 6 who had solved the task correctly assigned to the condition «reinforced asymmetry», as tutors, and the remaining 30 equally assigned to 5 equivalent groups, according to their performances in the pre-test. The results show that the peer status has impact on the socio-cognitive functioning of the dyad and on the individual performance in post-test.
Description
Keywords
Interacção entre pares Interacções simétricas/assimétricas Mediação sócio-cognitiva Peer interaction Symmetrical/Asymmetrical interaction Socio-cognitive mediation
Citation
Análise Psicológica, 15 (2), 269-281
Publisher
ISPA - Instituto Superior de Psicologia Aplicada