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Theoretical and Methodological consequences of a change in the unit of analysis for the study of peer interactions in a problem solving situation

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Abstract

After a brief description of how the psycho-social and social-cultural approaches both came to consider interaction as the basic unit of analysis in the study of cognitive development, the article examines two series of studies made in the former approach: a) that the adult-child interactionsin a test situation; b) that of peer interactions in a problem solving situation. The main concern will be to examine in what way the theoretical and methodological issues raised in the study of adult-child interactions could be relevant for the study of peer interactions.

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  1. Séminaire de Psychologie, University of Neuchâtel, Espace Louis-Agassiz 1, CH-2000, Neuchâtel, Switzerland

    Michèle Grossen

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Grossen, M. Theoretical and Methodological consequences of a change in the unit of analysis for the study of peer interactions in a problem solving situation. Eur J Psychol Educ 9, 159 (1994). https://doi.org/10.1007/BF03173551

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  • DOI: https://doi.org/10.1007/BF03173551

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