SOCIAL INTERACTION, VERBAL COMMUNICATION, AND COGNITIVE DEVELOPMENT.
Item
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Title
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SOCIAL INTERACTION, VERBAL COMMUNICATION, AND COGNITIVE DEVELOPMENT.
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Identifier
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AAI8501182
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identifier
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8501182
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Creator
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WEINSTEIN, BARRY DENNIS.
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Contributor
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David Bearison
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Date
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1984
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The purpose of the present study was to investigate the role played by sociocognitive conflict in the development of conservation in young children. This study also sought to determine if there was a relationship between the expression of task-relevant disagreements between children who worked in pairs on conservation tasks and individual cognitive gains.;The study was conducted with 80 first-grade children who were pretested on the Concept Assessment Kit--Conservation. Pretest nonconservers and intermediate conservers were randomly assigned to one of three conditions: social interaction, observer control, and traditional control. During the social interaction phase, dyads in the social interaction group were asked to work on the pretest conservation tasks while being observed by either a nonconserver or an intermediate conserver (observer control group). Children in the standard control group worked alone on the conservation tasks. Dyads' disagreements about conservation were categorized into four groups: (a) disagreement with correct justification, (b) disagreement with incorrect justification, (c) disagreement with irrelevant justification, and (d) disagreement with no justification.;The findings indicated that both pretest nonconservers and intermediate conservers in the social interaction group had significantly higher mean gain scores than nonconservers and intermediate conservers in the observer and standard control groups. An analysis of the posttest explanations made by children in the social interaction and observation groups indicated that nearly all of the novel explanations for conservation were made by children in the social interaction group. There was no significant relationship between the frequency of disagreements made by dyads in the social interaction group and their pretest-to-posttest gain scores.;The findings from the present study provide support for a sociocognitive conflict model of cognitive development in young children. This study, however, failed to delineate what aspects of the social interaction were responsible for the cognitive gains made by the children.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
