Advertisement

On the Social Development of the Intellect

  • Willem Doise

Abstract

Why and how do children of the human species become intelligent, at least generally, during the first years of their existence? In the first part of this paper, we would like to show how the response to this question has been formulated in terms of social psychology, but without applying social psychological investigative methods to explicate the response. As it were, the social role in cognitive development is frequently accepted as a postulate. In the second part of this chapter, we would like to show that psychological experimentation permits illustrating, if not verifying, some characteristics of the manner in which social factors intervene in cognitive development.

Keywords

Social Interaction Social Development Cognitive Development Social Facilitation Dialectical Materialism 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Doise, W. Groups and individuals: Explanations in social psychology. Cambridge: Cambridge University Press, 1978.Google Scholar
  2. Piaget, J. The science of education and the psychology of the child. New York: Orion Press, 1970. Originally published in French, 1935.Google Scholar
  3. Piaget, J. The child and reality: Problems in genetic psychology. New York: Viking Press, 1973.Google Scholar
  4. Piaget, J., & Inheldei, B. The psychology of the child. London: Rutledge and Keegan Paul, 1969.Google Scholar
  5. Allen, V. L., & Feldman, R. S. Learning through tutoring: Low achieving children as tutors. The Journal of Experimental Education, 1973, 42, 1–5.Google Scholar
  6. Berry, J. W., & Dasen, P. R. Culture and cognition. London: Methuen, 1974.Google Scholar
  7. Carugati, F., & Mugny, G. Psicologia sociale dello sviluppo cognitivo. Italian Journal of Psychology, 1979, 5, 323–352.Google Scholar
  8. Dami, C. Stratégies cognitives dans les jeux competitifs a deux. Archives de Psychologie, 1975.Google Scholar
  9. Doise, W. Groups and individuals: Explanations in social psychology. Cambridge, England: Cambridge University Press, 1978.Google Scholar
  10. Doise, W., & Mugny, G. Recherches socio-genétiques sur la coordination d’actions interdépendantes. Revue Suisse de Pyschologie, 1975, 34, 160–174.Google Scholar
  11. Doise, W., & Mugny, G. Individual and collective conflicts of concentrations in cognitive development. European Journal of Social Psychology, 1979, 9, 105–106.Google Scholar
  12. Doise, W., & Mugny, G. Le développement social de l’intelligence. Paris: Intereditions, 1981.Google Scholar
  13. Doise, W., Mugny, G., & Perret-Clermont, A. N. Social interaction and cognitive development: Further evidence. European Journal of Social Psychology, 1976, 6, 245–247.CrossRefGoogle Scholar
  14. Doise, W., Giroud, J. Ch., & Mugny, G. Conflit de centrations et progrès cognitif. II: Nouvelles confimations expérimentales. Bulletin de Psychologie, 1978–1979.Google Scholar
  15. Doise, W., Dionnet, S., & Mugny, G. Conflit socio-cognitif, marguage social et développement cognitif. Cahiers de Psychologie Cognitif, 1979.Google Scholar
  16. Durkheim, E., & Mauss, M. De quelques formes primitives de classification. L’Année Sociologique, 1903, 6, 1–72.Google Scholar
  17. Feffer, M. Developmental analysis of interpersonal behavior. Psychological Review, 1970, 77, 197–214.CrossRefGoogle Scholar
  18. Flavell, J. H., Botvin, P. T., Fry, C. L., Wright, J. W., & Jarvis, P. E. The development of role-taking and communication skills in children. New York: Wiley, 1968.Google Scholar
  19. Gartner, A., Kohler, M. C., & Riessman, F. Children teach children: Learning by teaching. New York: Harper & Row, 1971.Google Scholar
  20. Humphrey, N. K. The social function of intellect. In P. P. G. Bateson & R. A. Hinde (Eds.), Growing points in ethology. Cambridge, England: Cambridge University Press, 1976.Google Scholar
  21. Inhelder, B., Sinclair, H., & Bovet, M. Learning and development of cognition. London: Routledge and Kegan Paul, 1974.Google Scholar
  22. Kuhn, D. Mechanisms of change in the development of cognitive structures. Child Development, 1972, 43, 833–844.CrossRefGoogle Scholar
  23. Laughlin, P. R., & Jaccard, J. J. Social facilitation and observational learning of individuals and cooperative pairs. Journal of Personality and Social Psychology, 1975, 32, 873–879.CrossRefGoogle Scholar
  24. Leontiev, A. Le mécanisme de la coordination des fonctions matrices interdépendantes réparties entre divers sujets. Bulletin de Psychologie, 1970–1971, 24, 693–696.Google Scholar
  25. Leontiev, A. Le développement du psychisme. Paris: Éditions Sociales, 1976.Google Scholar
  26. Maitland, K. A., & Goldman, J. R. Moral judgment as a function of peer group interaction. Journal of Personality and Social Psychology, 1974, 30, 699–704.CrossRefGoogle Scholar
  27. Mead, G. H. Mind, self and society. Chicago: University of Chicago Press, 1934.Google Scholar
  28. Mikula, G. Die Entwicklung des Gewinnaufteilungsverhaltens bei Kinder und Jugendlichen. Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 1972, 4, 151–164.Google Scholar
  29. Miller, S. A., & Brownell, C. A. Peers, persuasion and Piaget: Dyadic Interaction between conservers and nonconservers. Child Development, 1975, 46, 992–997.Google Scholar
  30. Moessinger, P. Developmental study of fair division and property. European Journal of Social Psychology, 1975.Google Scholar
  31. Mugny, G., & Doise, W. Socio-cognitive conflict and structure of individual and collective performances. European Journal of Social Psychology, 1978, 8, 181–192.CrossRefGoogle Scholar
  32. Mugny, G., Levy, M., & Doise, W. Conflit socio-cognitif et développement cognitif. Revue Suisse de Psychologie, 1978, 37, 22–43.Google Scholar
  33. Mugny, G., Perret-Clermont, A. W., & Doise, W. Interpersonal coordinations and social differences in the construction of the intellect. In G. M. Stephenson & J. M. Davis, Progress in applied psychology (Vol. 1 ). New York: Wiley, 1981.Google Scholar
  34. Murray, F. B. Acquisition of conservation through social interaction. Developmental Psychology, 1972, 6, 1–6.CrossRefGoogle Scholar
  35. Murray, J. P. Social learning and cognitive development: Modeling effects on children’s understanding of conservation. British Journal of Psychology, 1974, 65, 151–160.CrossRefGoogle Scholar
  36. Nielsen, R. Le développement de la sociabilité chez l’enfant. Neuchâtel: Delachaux et Niestlé, 1951.Google Scholar
  37. Perret-Clermont, A. N. Social interaction and cognitive development in children. London: Academic Press, 1979.Google Scholar
  38. Piaget, J. Le jugement moral chez l’enfant. Paris: Presses Universitaires de France, 1932.Google Scholar
  39. Piaget, J. Études sociologiques. Geneva: Droz, 1965.Google Scholar
  40. Piaget, J. Biologie et connaissance. Paris: Gallimard, 1967.Google Scholar
  41. Rosenthal, T. L., & Zimmerman, B. J. Modeling by exemplification and instruction in training conservation. Developmental Psychology, 1972, 6, 392–401.CrossRefGoogle Scholar
  42. Silverman, I. W., & Geiringer, E. Dyadic interaction and conservation induction: A test of Piaget’s equilibrium model. Child Development, 1973, 44, 815–820.CrossRefGoogle Scholar
  43. Silverman, I. W., & Stone, J. M. Modifying cognitive functioning through participation in a problem-solving group. Journal of Educational Psychology, 1972, 63, 603–608.CrossRefGoogle Scholar
  44. Smedslund, J. Les origines sociales de la décentration. In Psychologie et épistémologie génétique, thèmes Piagétiens. Paris: Dunod, 1966.Google Scholar
  45. Stalder, J. Lernen in kleinen Gruppen (Inauguraldissertation der Philosophisch-Historischen Fakultät Bern). Bern: Kopierservice, 1975.Google Scholar
  46. Tran Duc Thao. Recherches sur l’origine du langage et de la conscience. Paris: Éditions Sociales, 1973.Google Scholar
  47. Vygotsky, L. S. Thought and language. Cambridge, M.I.T. Press, 1965.Google Scholar
  48. Waller, M. Die EnwickIung der Rollenwahrnehmung: Ihre Beziehung zur allgemeinen kognitiven Entwicklung und sozialstrukturellen Variabelen. Zeitschift für Sozialpsychologie, 1971, 2, 343–357.Google Scholar
  49. Waller, M. Die Stereotypität vs. Personorientiertheit der Verhaltenserwartungen von Kindern in Abhängigkeit von deren Alter und der untersuchten Verhaltensdimension. Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 1973, 5, 1–15.Google Scholar
  50. Zajonc, R. B. Social facilitation. Science, 1965, 149, 269–274.PubMedCrossRefGoogle Scholar
  51. Zimmerman, B. J., & Lanaro, P. Acquiring and retaining conservation of length through modeling and reversibility cues. Merrill-Palmer Quarterly of Behavior and Development, 1974, 20, 145–161.Google Scholar

Copyright information

© Plenum Press, New York 1985

Authors and Affiliations

  • Willem Doise
    • 1
  1. 1.Faculty of Psychology and the Educational SciencesUniversity of GenevaGeneva 4Switzerland

Personalised recommendations