Logique interlocutoire de la résolution en dyade d'un problème d'arithmétique |
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Authors: | A. Trognon M. Batt A.N. Perret-Clermont |
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Affiliation: | a Laboratoire de Psychologie Clinique et Cognitive (LPCC EA3946), université de Nancy-II, BP 33-97, 54015 Nancy cedex, France b Université hébraïque de Jérusalem, School of education, Mont-Scopus, 91905 Jerusalem, Israël c Faculté des lettres et sciences humaines, espace Louis-Agassiz, 1, case postale 499, centre hospitalier 2001 Neuchâtel, Suisse |
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Abstract: | For about thirty years now, an increasingly large number of robust and incontestable experimental findings have been arguing for the idea that, under certain conditions, interaction promotes the acquisition of cognitive skills, a phenomenon that cannot be clarified by multiplying the number of experiments. To progress, we must have tools designed for studying interaction as it actually affects the interlocutors. This means starting from the "surface" level of interactive dynamics and, step-by-step, constructing the stages of the interaction. This is the aim of interlocutory logic. We use it here to interpret the interlocutory behavior of a child conversing with another child as they solve an arithmetic problem, and to show that the dyadic cosolving process facilitates the acquisition of proportionality. The intersubjective processes that modify cognitions across situations are identified. |
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Keywords: | Acquisition de connaissances Dialogue Interaction Logique interlocutoire Pragmatique Ré solution de problè mes |
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