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- W897739830 abstract "Since Piagetian and Vygotskian times, co-operation, social interactions, language, learning and cognitive development have been considered in their interdependencies along different lines of research that are contributing to the ever more complex and rich image of what thinking is. Recent advances have drawn specific attention to the dialogical dimension of thinking and to a reconsideration of context as the social matrix of the development of thinking skills. But neither thinking nor context is a static reality: each affects the other via its authors’ and participants’ initiatives and interpretations. Joint actions and thought sharing (via language and semiotic mediations) are dynamical processes and these are more or less likely to be productive for knowledge creation and learning in individuals and groups. In this chapter, we would like to contribute to the description of the way in which socio-cognitive processes and their productions are transformed during dialogues and other interactions. A specific hypothesis is the red thread of our research: since learning is socially embedded, the nature of what is being learned and the capacity to transfer this learning and re-use it should be observed to be dependent on the socio-cognitive contexts of both its acquisition and its re-use. We will, in particular, pay special attention to the role of social asymmetries in knowledge appropriation. We will also illustrate our concern via a study of children solving a kind of open puzzle (Kohs cubes) individually and collectively. This task makes visible to a large extent the participants’ actions and operations." @default.
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- W897739830 date "2010-01-21" @default.
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- W897739830 title "Can you think with me ?: The social and cognitive conditions and the fruits of learning" @default.
- W897739830 doi "https://doi.org/10.4324/9780203863510-14" @default.
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