Peer interaction effects in the activation of categorical concepts
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Abstract
This study was aimed at investigating the effects of social interaction in a task involving the utilization of categorical concepts by 7- and 9-year-olds from two contrasting socio-economic backgrounds (upper class and lower class).
The task, presented as a guessing game, was performed under two experimental conditions: an individual condition (one subject alone asked his/her partner questions) and a dyadic condition (two subjects formulated questions together to ask two other partners). In both experimental conditions, the «questioned» subjects answered «yes» or «no» to their partner’s (or partners’) questions.
Two pre-test and post-test tasks (a nonmember task and a similarity task) involving the same categorical concepts as the training tasks were set up to assess the effects of training condition and socio-economic background on progress. An untrained group of subjects served as the control group.
The results showed that the experimental setup was very beneficial for all subjects, regardless of what kind of training they had undergone (individual or dyadic) and what background they came from. These findings provide evidence of the effectiveness of the social regulation at work in both of these experimental conditions (yes/no feedback) for a task where the socially-defined goal to be attained by the subjects is represented in an unambiguous manner.
Key words
Categorial concepts Feed-back Peer Interaction Social classPreview
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