The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to specific individual cognitive competence. The interaction was analyzed in terms of cognitive and non-cognitive aspects. 19 dyads (38 fifth and sixth graders) participated. First, they individually solve a set of logical problems to determine the initial level of competence. According to the outcomes, symmetric (both subjects of low level of competence) and asymmetric (one subject of low level of competence with one subject of high level of competence) dyads were made up. Second, they collaboratively resolved an equivalent set of problems. The collaborative interaction of the dyads was analyzed by a system of categories of three inclusive levels: (1) if messages were cognitive or non-cognitive; (2) it they were also affirmations, questions or answers; (3) if both cognitiv...

The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to specific individual cognitive competence. The interaction was analyzed in terms of cognitive and non-cognitive aspects. 19 dyads (38 fifth and sixth graders) participated. First, they individually solve a set of logical problems to determine the initial level of competence. According to the outcomes, symmetric (both subjects of low level of competence) and asymmetric (one subject of low level of competence with one subject of high level of competence) dyads were made up. Second, they collaboratively resolved an equivalent set of problems. The collaborative interaction of the dyads was analyzed by a system of categories of three inclusive levels: (1) if messages were cognitive or non-cognitive; (2) it they were also affirmations, questions or answers; (3) if both cognitiv...

El objetivo del estudio fue analizar la interacción sociocognitiva entre pares y su relación con el avance cognitivo individual, en situaciones de simetría y asimetría de competencia epistémica. Participaron 72 estudiantes de quinto y sexto grado (edad, M = 11 años, 3 meses; SD=7 meses), quienes resolvieron ítems lógicos (pre/post prueba individual, condición diádica intermedia). Los resultados indicaron: a) la distribución del aporte argumental en la díada es el principal diferenciador procesual entre las condiciones simétricas analizadas; b) el volumen y distribución de los argumentos de la díada se asocian significativamente con el avance cognitivo individual, independientemente de la condición de simetría/asimetría de competencia epistémica. Los resultados se discuten a la luz de los fundamentos socioconstructivistas del estudio.

The study aimed to analyze the peer sociocognitive interaction and its relationship with individual cognitive progress, in both symmetrical and asymmetrical situations of epistemic competence. Participants were 72 students of fifth and sixth grade (age, M = 11 years, 3 months, SD = 7 months), who solved logical items (pre / post test individual, intermediate dyadic condition). The results indicated: a) the distribution of arguments in the dyad is the main variable of the interactive process related to differences between symmetrical conditions and b) the volume and distribution of the arguments in dyads are significantly associated with individual cognitive advancement, independently of symmetrical/asymmetrical condition. The results are discussed from a socioconstructivist perspective.

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 ...

The study aimed to analyze the peer sociocognitive interaction and its relationship with individual cognitive progress, in both symmetrical and asymmetrical situations of epistemic competence. Participants were 72 students of fifth and sixth grade (age, M = 11 years, 3 months, SD = 7 months), who solved logical items (pre / post test individual, intermediate dyadic condition). The results indicated: a) the distribution of arguments in the dyad is the main variable of the interactive process related to differences between symmetrical conditions and b) the volume and distribution of the arguments in dyads are significantly associated with individual cognitive advancement, independently of symmetrical/asymmetrical condition. The results are discussed from a socioconstructivist perspective.

This paper proposes and illustrates the use of the French version of the multidimensional data analysis (MDA) as an alternative approach for analyzing quantitative data in social sciences, particularly in psychology. To that end, we revisited a previous research which analyzed children’s peer collaboration in a task involving building a house with construction blocks in two socioeconomic contexts (SEC): advantaged socioeconomic context (ASC) and disadvantaged socioeconomic context (DSC). The social modality of task execution and the types of message were analyzed. The results from the ASC (associated with explicit cooperation and collaboration) were contrary to those of the DSC (linked to implicit cooperation). These results are consistent with those from previous studies, for both SECs register similar levels of social coordination, but the specific interaction modality is different. ...

This paper proposes and illustrates the use of the French version of the multidimensional data analysis (MDA) as an alternative approach for analyzing quantitative data in social sciences, particularly in psychology. To that end, we revisited a previous research which analyzed children’s peer collaboration in a task involving building a house with construction blocks in two socioeconomic contexts (SEC): advantaged socioeconomic context (ASC) and disadvantaged socioeconomic context (DSC). The social modality of task execution and the types of message were analyzed. The results from the ASC (associated with explicit cooperation and collaboration) were contrary to those of the DSC (linked to implicit cooperation). These results are consistent with those from previous studies, for both SECs register similar levels of social coordination, but the specific interaction modality is different. ...

A Socio-constructivist psychology proposes the interactive nature of development and knowledge. In this sense, the analysis of socio-cognitive interaction has been a central aspect within this tradition.The systematic and reliable analysis of the interaction involves a great challenge since its complexity, dynamicity and multiplicity. The literature shows a wide variety of methodological proposals for the analysis of socio-cognitive interaction, ranging from more holistic approaches to more systematic approaches based on the construction of categories. The latter constitute the focus of interest of this work. The aim is to propose a classification and description of the variety of categorical systems usedin recent years for the analysis of socio-cognitive peer interaction. From a systematic review in different international databases, 24 categorical systems were selected and analyzed. Th...

Una psicología socioconstructivista sostiene el carácter interactivo del desarrollo y del conocimiento, por lo cual el estudio de la interacción sociocognitiva ha constituido un eje central en esta tradición. El análisis sistemático y confiable de la interacción plantea un gran desafío, por la complejidad, dinamicidad y multiplicidad que supone. La literatura registra gran variedad de propuestas metodológicas para el análisis de la interacción sociocognitiva, que van desde aproximaciones más holísticas hacia otras más sistemáticas basadas en la construcción de categorías. Las segundas constituyen el foco de interés del presente trabajo. El objetivo es proponer una clasificación y descripción de la variedad de sistemas categoriales utilizados recientemente para el análisis de la interacción sociocognitiva entre pares. A partir de una revisión sistemática de bases d...

The investigation compares argumentative individual complexity written in socio-scientific tasks of university students of Psychology, depending on years of study and the presence/absence of an additional representation system (graphs) of information external. 72 students from the argentine university participated. They gave their opinion about a socio-scientific situation that included arguments for and against it, and a group received additional graphic information. The productions were coded according to: (a) whether it was an argumentative text; (b) the relation to the argumentative texts, the number of arguments, the type of difference of opinion, the argumentative structure, and confirmatory bias; (c) he use of information. The results show a relationship between first-year students and non-argumentative texts and between advanced students and the use of argumentative texts. Both t...

doi: 10.26439/persona2020.n023(1).4830 In the field of clinical psychology, there is a growing consensus about thedeficiencies of the categorical diagnosis system for personality disorders (PD), sinceit is insufficient to cover the dysfunctional experiences of patients. These deficiencies cause an incomplete system, since it excludes essential and idiosyncratic information necessary to better understand the patients. Moreover, this situation negatively affects the adequate conceptualization of the problems and the design of the interventions. If too many difficulties arise when implementing a diagnostic model in psychotherapy, it is possible to think that the model should be modified instead of trying to adjust psychotherapy to the model. The conceptualization of PD from the so-called “dimensional perspective” makes it possible to address the special features of each subject and, thu...

doi: 10.26439/persona2020.n023(1).4830 In the field of clinical psychology, there is a growing consensus about thedeficiencies of the categorical diagnosis system for personality disorders (PD), sinceit is insufficient to cover the dysfunctional experiences of patients. These deficiencies cause an incomplete system, since it excludes essential and idiosyncratic information necessary to better understand the patients. Moreover, this situation negatively affects the adequate conceptualization of the problems and the design of the interventions. If too many difficulties arise when implementing a diagnostic model in psychotherapy, it is possible to think that the model should be modified instead of trying to adjust psychotherapy to the model. The conceptualization of PD from the so-called “dimensional perspective” makes it possible to address the special features of each subject and, thu...