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For decades there has been considerable interest in the ways that
interactions between children can provide a beneficial context for
the study of cognitive and social development. In this book Psaltis
and Zapiti use both theoretical and empirical research to build on
the perspectives of Piaget, Vygotsky, Moscovici, and others
including the legacy of Gerard Duveen, to offer a state of the art
account of research on the themes of social interaction and
cognitive development. Interaction Communication and Development
discusses the significance of social identities for social
interaction and cognitive development. The empirical set of studies
presented and discussed focus on patterns of communication between
children as they work together to solve problems. Communications
are examined in detail with a focus on: Socio-cognitive conflict,
conversational moves and conversation types The way the different
forms of the interactions relate to different sources of asymmetry
in the classroom The way social representations and social
identities of gender are negotiated in the interaction This book
provides an important account of how children develop through
different kinds of social interactions. It will have considerable
appeal for researchers in the fields of developmental psychology,
socio-cultural psychology, social representations theory and
education who wish to gain a deeper understanding of development
and its relation to socio-cultural processes.
For decades there has been considerable interest in the ways that
interactions between children can provide a beneficial context for
the study of cognitive and social development. In this book Psaltis
and Zapiti use both theoretical and empirical research to build on
the perspectives of Piaget, Vygotsky, Moscovici, and others
including the legacy of Gerard Duveen, to offer a state of the art
account of research on the themes of social interaction and
cognitive development. Interaction Communication and Development
discusses the significance of social identities for social
interaction and cognitive development. The empirical set of studies
presented and discussed focus on patterns of communication between
children as they work together to solve problems. Communications
are examined in detail with a focus on: Socio-cognitive conflict,
conversational moves and conversation types The way the different
forms of the interactions relate to different sources of asymmetry
in the classroom The way social representations and social
identities of gender are negotiated in the interaction This book
provides an important account of how children develop through
different kinds of social interactions. It will have considerable
appeal for researchers in the fields of developmental psychology,
socio-cultural psychology, social representations theory and
education who wish to gain a deeper understanding of development
and its relation to socio-cultural processes.
This book is open access under a CC BY 4.0 license. This volume
discusses the effects, models and implications of history teaching
in relation to conflict transformation and reconciliation from a
social-psychological perspective. Bringing together a mix of
established and young researchers and academics, from the fields of
psychology, education, and history, the book provides an in-depth
exploration of the role of historical narratives, history teaching,
history textbooks and the work of civil society organizations in
post-conflict societies undergoing reconciliation processes, and
reflects on the state of the art at both the international and
regional level. As well as dealing with the question of the
'perpetrator-victim' dynamic, the book also focuses on the
particular context of transition in and out of cold war in Eastern
Europe and the post-conflict settings of Northern Ireland, Israel
and Palestine and Cyprus. It is also exploring the pedagogical
classroom practices of history teaching and a critical comparison
of various possible approaches taken in educational praxis. The
book will make compelling reading for students and researchers of
education, history, sociology, peace and conflict studies and
psychology.
This book explores the psycho-social and cognitive development of
Greek Cypriot University students. Taking Perrys theory of ethical
and intellectual development as a point of reference, it first
explores the way Perry was influenced by both Piaget and Kohlberg
in relation to the formulation of stage theory, and then discusses
the way Perrys work influenced more recent post Post-formal
theories of cognitive development. It is argued that all stage
theories depended on a particular structuralist reading of
Piagetian theory that suppressed the references to the social
psychological work of Piaget, and in particular the role of social
interaction in cognitive development. This critique is articulated
in two moves. First, the authors describe how critical voices
internal to this literature like Riegels attempted to depart from
what they conceived as an individualistic paradigm through the
introduction of a dialectical framework, but then also point to the
problems of these initial efforts. A major problem of these first
efforts was the absence of a well developed socio-cultural
framework for analysis based on Vygotskian theory. This problem is
redressed through a discussion of the ways that major
socio-cultural theorists understood human development in their more
recent theories. The authors also revisit the social concept in
Piagetian theory and its development through successive generations
of research on social interaction and cognitive development. An
integrative framework of human development as a social
psychological process is then proposed that welds together a role
for social relations on crucial cognitive outcomes like the
attainment of formal operational thinking and deep learning.
Additionally, psycho-social developmental outcomes like tolerance,
commitment to future plans and self-determination are discussed as
well. The results, beyond providing a description of university
students state of development for the first time in the Cypriot
context, also discuss the role of gender and socio-economic status
in these students. Finally, the book is characterised by the
attempt at the articulation of what Doise [1986] described as the
four levels of analysis [intra-personal, interpersonal,
intergroup/positional, social representations/ideological] by
integrating in this process of articulation a role for social
ethnic identity and ideological variables, thus offering a more
complete socio-cultural model of university students development
that manages to integrate social identity dynamics into existing
development theories.
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