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. ...

Argumentation is a process in which reasons and justifications are produced to support a point of view. It has been widely studied due to its relationship with cognitive change and its significance in education at all levels. The present research aimed to explore three cases of university students engaged in debates across three distinct contexts (persuasion, consensus, and free debate) and their influence on the development of dialogue. The study analyzed argumentation and socio-cognitive integration, defined as the ability of students to incorporate information contributed during the debate. The findings align with previous studies but emphasize the importance of examining individual student characteristics in achieving effective socio-cognitive integration and dialogue development. Furthermore, potential theoretical and methodological implications are discussed.

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. ...