Abstract
In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of 8-year-old Swiss francophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence of friendship (“reciprocal non-friendship” RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socio-affective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence of friendship) are discussed with respect to the influence of social interactions on social problem-solving.
Résumé
Dans le champ de la psychologie sociale génétique, il existe un consensus sur la nature sociale de l’intelligence. En dépit des nombreux travaux de recherche effectués au cours des quinze dernières années, l’influence de la qualité d’une relation sur la résolution conjointe de problèmes et sur l’apprentissage reste encore méconnue. Cette étude exploratoire a examiné l’influence du contexte socio-affectif sur les modalités interactives autour d’une discussion impliquant un problème social entre enfants âgés de huit ans (N=32 dyades) en provenance de la suisse francophone. Des entrevues sociométriques avec des enfants et des enseignants ont été effectuées afin d’identifier les contextes socio-affectifs suivants: amitié réciproque, amitié asymétrique et absence d’amitié (excluant les ennemis). Si on compare les échanges verbaux et les performances dyadiques entre les trois groupes, les résultats suggèrent que l’amitié réciproque facilite la collaboration et l’organisation collective du travail. Deux hypothèses rivales opposant la proximité socio-affective (amitié réciproque) et la distance socio-affective (amitié asymétrique et absence d’amitié) ont été discutées en fonction de l’influence des interactions sociales sur la résolution d’un problème social.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abrahami, A.T., Selman, R.L., & Stone, C. (1981). A developmental assessment of children’s verbal strategies for social action resolution.Journal of Applied Developmental Psychology, 2, 145–163.
Ames, G.J., & Murray, F.B. (1982). When two wrongs make a right: Promoting cognitive change by social conflict.Developmental Psychology, 18, 894–897.
Asher, S.R. (1985). An evolving paradigm in social skill training research with children. In B.H. Schneider, K.H. Rubin, & J.E. Ledingham (Eds.),Children’s Peer Relations Issues in Assessment and Intervention (pp. 157–171). New York: Springer-Verlag.
Azmitia, M., & Montgomery, R. (1993). Friendship, transactive dialogues, and the development of scientific reasoning.Social Development, 2, 202–221.
Azmitia, M., & Perlmutter, M. (1989). Social influences on children’s cognition: State of the art and future directions. In H.W. Reese (Ed.),Advances in Child Development and Behavior (pp. 89–144). New York: Academic Press.
Bell, N., Grossen, M., & Perret-Clermont, A.-N. (1985). Sociocognitive conflict and intellectual growth.New Directions for Child Development, 29, 41–54.
Berkowitz, M.W. (1985). The role of discussion in moral education. In M.W. Berkowitz & F. Oser (Eds.),Moral Education: Theory and Application (pp. 197–218). London: Lawrence Erlbaum Associates.
Berkowitz, M.W., Oser, F., & Althof, W. (1987). The development of sociomoral discourse. In W.M. Kurtines & J.L. Gewirtz (Eds.),Moral Development Through Social Interaction (pp. 322–353). New York: John Wiley & Sons, Inc.
Berndt, T.J. (1986). Sharing between friends: Contexts and consequences. In E.C. Mueller & C.R. Cooper (Eds.),Process and Outcome in Peer Relationships (pp. 105–127). New York: Academic Press, Inc.
Berndt, T.J. (1987). The distinctive features of conversations between friends: Theories, research, and implications for sociomoral development. In W.M. Kurtines & J.L. Gewirtz (Eds.),Moral Development Through Social Interaction (pp. 281–300). New York: John Wiley & Sons, Inc.
Berndt, T.J., McCartney, K., Caparulo, B.K., & Moore, A.M. (1982–1984). The effects of group discussions on children’s moral decisions.Social Cognition, 2, 343–359.
Bigelow, B.J. (1977). Children’s friendship expectations: A cognitive-developmental study.Child Development, 48, 246–253.
Bigelow, B.J., & La Gaipa, J.J. (1975). Children’s written descriptions of friendship: A multidimensional analysis.Developmental Psychology, 11, 857–858.
Charlesworth, W.R., & LaFrenière, P. (1983). Dominance, friendship, and resource utilization in preschool children’s groups.Ethology and Sociobiology, 4, 175–186.
Dalzon, C. (1988). Conflit cognitif et construction de la notion de droite/gauche. In A.-N. Perret-Clermont & M. Nicolet (Eds.),Interagir et connaître: Enjeux et régulations sociales dans le développement cognitif (pp. 55–71). Fribourg-Suisse, Editions Delval.
Damon, W., & Killen, M. (1982). Peer interaction and the process of change in children’s moral reasoning.Merrill-Palmer Quarterly, 28, 347–367.
Doise, W., Mugny, G., & Perret-Clermont, A.-N. (1975). Social interaction and the development of cognitive operations.European Journal of Social Psychology, 5, 367–383.
Dumont, M. (1990).Similarité dyadique dans l’amitié vécue à l’école. Thèse de doctorat en psychologie. Document non publié. Montréal: Université du Québec à Montréal.
Dumont, M., & Moss, E. (1992). Influence de l’affectivité sur l’activité cognitive des enfants.Enfance, 46, 375–404.
Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children’s planning skills.Developmental Psychology, 25, 139–151.
Gilly, M., Fraise, J., & Roux, J.-P. (1988). Résolution de problèmes en dyades et progrès cognitifs chez des enfants de 11 à 13 ans: dynamiques interactives et mécanismes socio-cognitifs. In A.-N. Perret-Clermont & M. Nicolet (Eds.),Interagir et connaître. Enjeux et régulations sociales dans le développement cognitif (pp. 73–92). Fribourg-Suisse: Editions Delval.
Gottman, J.M. (1983). How children become friends.Monographs of the Society for Research in Child Development, 48 (3, No 201).
Grossen, M. (1988).La construction sociale de l’intersubjectivité entre adulte et enfant en situation de test. Fribourg-Suisse: Editions Delval.
Grossen, M. (1989). Le contrat implicite entre l’expérimentateur et l’enfant en situation de test.Revue Suisse de Psychologie, 48, 179–189.
Hartup, W.W. (1975). The origins of friendships. In M. Lewis & L. Rosenblum (Eds.),Friendship and Peer Relations (pp. 11–26). New York. John Wiley & Sons.
Hartup, W.W. (1983). Peer relations. In P.H. Mussen & E.M. Hetherington (Eds.),Handbook of Child Psychology: Socialization Personality and Social Development (4th ed.) (vol IV, pp. 103–197).
Hartup, W.W. (1985). Relationships and their significance in cognitive development. In R.A. Hinde, A.N. Perret-Clermont, & J. Stevenson-Hinde (Eds.),Social Relationships and Cognitive Development (pp. 56–82). Oxford: Clarendon Press.
Hartup, W.W. (1987). Relationships and their significance in cognitive development. In R. Hinde, A. Perret-Clermont, & J. Stevenson-Hinde (Eds.),Social Relationships and Cognitive Development (pp. 66–83). Oxford: Clarendon Press.
Hinde, R.A., & Stevenson-Hinde, J. (1976). Towards understanding relationships: Dynamic stability. In P.P.G. Bateson & R.A. Hinde (Eds.),Growing Points in Ethology (pp. 451–479). Cambridge: Cambridge University Press.
Hinde, R.A., Titmus, G., Easton, D., & Tamplin, A. (1985). Incidence of “friendship” and behavior toward strong associates versus nonassociates in preschoolers.Child Development, 56, 234–245.
Janosz, M., & La Frenière, P.J. (1991). Affectivité, amitié et compétence sociale chez des garçons d’âge préscolaire en situation de ressource limitée.Enfance, 45, 59–81.
Keller, M. (1984). Resolving conflicts in friendship: The development of moral understanding in everyday life. In W.M. Kurtines & J.L. Gewirtz (Eds.),Morality, Moral Behavior and Moral Development (pp. 140–158). New York: John Wiley & Sons.
Ladd, G.W., & Emerson, E.S. (1984). Shared knowledge in children’s friendship.Developmental Psychology, 20, 932–940.
Leach, C. (1979).Introduction to Statistics. A Nonparametric Approach for the Social Sciences. New York: John Wiley & Sons.
Moss, E., Parent, S., Gosselin, C., & Dumont, M. (1994). Attachment and the development of metacognitive and collaborative strategies.International Journal of Educational Research, 19, 555–569.
Murray, F.B. (1982). Teaching through social conflict.Contemporary Educational Psychology, 7, 257–271.
Nelson, J., & Aboud, F.E. (1985). The resolution of social conflict between friends. ChildDevelopment, 56, 1009–1017.
Newcomb, A.F., & Brady, J.E. (1982). Mutuality in boys’ friendship relations.Child Development, 53, 392–395.
Newcomb, A.F., Brady, J.E., & Hartup, W.W. (1979). Friendship and incentive condition as determinants of children’s task-oriented social behavior.Child Development, 50, 878–881.
Oser, F. (1985). Structures et developpement du discours moral. In G. Mugny (Ed.),Psychologie Sociale du Développement Cognitif (pp. 185–201). Berne: Peter Lang.
Perret-Clermont, A.-N. (1979).La construction de l’intelligence dans l’interaction sociale. Berne: Peter Lang.
Perret-Clermont, A.-N., & Nicolet, N. (1988).Interagir et connaître. Enjeux et régulations sociales dans le développement cognitif. Fribourg-Suisse: Editions Delval.
Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.),Perspectives on Socially Shared Cognition (pp. 41–63). Washington: American Psychological Association.
Perret-Clermont, A.-N., Schubauer-Leoni, M.-L., & Grossen, M. (1991). Interactions sociales dans le développement cognitif: nouvelles directions de recherche.Cahiers de psychologie, 17–39. Rapport d’activité du Séminaire de Psychologie, avril. Neuchâtel: Université de Neuchâtel.
Phelps, E., & Damon, W. (1989). Problem solving with equals: peer collaboration as a context for learning mathematics and spatial concepts.Journal of Educational Psychology, 81, 639–646.
Pochon, L.-O. (1991). Statistiques et sciences humaines. Notes de travail.Dossiers de psychologie, No 38, Séminaire de psychologie. Université de Neuchâtel.
Rommetveit, R. (1979). On Common codes and dynamic residuals in human communication. In R.M. Blakar & R. Rommetveit (Eds.),Studies of Language, Thought and Verbal Communication. London: Academic Press.
Roy, A.W.N., & Howe, C.J. (1990). Effects of cognitive conflict, socio-cognitive conflict and imitation on children’s socio-legal thinking.European Journal of Social Psychology, 20, 241–252.
Selman, R.L. (1980).The Growth of Interpersonal Understanding. New York: Academic Press.
Strong, S.R., Hills, H.I., Kilmartin, C.T., DeVries, H., Lanier, K., Nelson, B.N., Strickland, D., & Meyer III, C.W. (1988). The dynamic relations among interpersonal behaviors: A test of complementarity and anticomplementarity.Journal of Personality and Social Psychology, 54, 798–810.
Tremblay, R.E., Provost, M.A., & Strayer, F.F. (1985).Ethologie et développement de l’enfant. Paris: Stock.
Youniss, J. (1978). The nature of social development: A conceptual discussion of Cognition. In H. McGurk (Ed.),Psychology in Progress, Issues in Childhood Social Development (pp. 203–227). Cambridge: Cambridge University Press.
Youniss, J., & Smollar, J. (1985).Adolescent Relations with Mothers, Fathers, and Friends. Chicago: University of Chicago Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Dumont, M., Moss, E. Verbal discussions about social problem-solving between friends and non-friends. Eur J Psychol Educ 11, 343–360 (1996). https://doi.org/10.1007/BF03172945
Received:
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF03172945