Skip to main content
SpringerLink
Log in

The Architecture of Social Relationships and Thinking Spaces for Growth

  • Chapter
Book cover Social Relations in Human and Societal Development

Abstract

Psychologists who spend a lot of time observing children know how much effort it requires from their parents, teachers and others to help them develop the capacity to listen, to make their own points and desires clear, and then to find ways to negotiate perspectives and actions that can satisfy all partners and not only their immediate wish. This is a long way towards the managing of frustration and the discovery of the world. It requires the learning of both self-control and the understanding of social order. In doing so, individuals interiorize the expectations and moral values of their family and group of belonging. Under certain circumstances, they are likely to develop a critical reflection of these concepts. This social and cognitive development starts with play and toys, personal belongings and common properties (Rosciano, 2008); includes making friends (Selman, 1980); and continues with joint activities (Rubtsov, 1989), exploratory talk and dialogue in school situations (Mercer, 2000; Mercer & Littleton, 2007; Littleton & Howe, 2010), group work (Schwarz et al., 2008; Howe, 2010; Tar tas et al., 2010; Buchs et al, 2013), informal spaces of cooperation (Ghodbane, 2009) and involvement in youth based organizations (Heath, 2004). Only with the careful training of their social and cognitive skills and with rich “symbolic resources”(Zittoun, 2006) can young people be raised into cooperative adults patient enough to invest time in discovering ways to resolve their conflicts or overcome disruptive events with “imagination” (Zittoun & Cerchia, 2013) and hence to expand their futures.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Arcidiacono, R & Perret-Clermont, A.-N. (2010). The co-construction of conversational moves in the context of piagetian interview: the case of the test of conservation of quantities of liquid. Rassegna di Psicologia, 27(2), 117–137.

    Google Scholar 

  • Buchs, C. & Butera, R (2010). Régulation compétitive des conflits et dépendance informationnelle dans l’apprentissage entre étudiants. Actes du congrès de l’Actualité de la recherche en éducation et en formation (AREF), Université de Genève, Septembre 2010.

    Google Scholar 

  • Buchs, C., Lehraus, K. & Crahay, M. (2013). Coopération et apprentissage. In M. Crahay (Ed.), L’école peut-elle être juste et efficace? (pp. 421–454). Bruxelles: De Boeck.

    Google Scholar 

  • Butera, R, Damon, C., Buchs, C. & Muller, D. (2006). Les méfaits de la compétition: de la comparaison sociale et de la focalisation dans l’apprentissage. In J. R.-V. & H. P. (Eds.), Bilans et perspectives en psychologie sociale (pp. 15–44). Grenoble: Presses Universitaires de Grenoble.

    Google Scholar 

  • Darnon, C., Buchs, C. & Butera, F. (2006). Buts de performance et de maîtrise et interactions sociales entre étudiants: la situation particulière du désaccord avec autrui. Revue Française de Pédagogie 155, 35–44.

    Article  Google Scholar 

  • Darnon, C., Butera, F. & Harackiewicz, J. (2007). Achievement goals in social interactions: learning with mastery vs. performance goals. Motivation and Emotion, 31(1), 61–70.

    Article  Google Scholar 

  • Doise, W. (1986). Levels of explanation in social psychology. Cambridge: Cambridge University Press.

    Google Scholar 

  • Donaldson, M. (1978). Children’s minds. New-York: W.W. Norton.

    Google Scholar 

  • Donaldson, M. (1982). Conservation: what is the question? British Journal of Psychology, 73, 199–207.

    Article  Google Scholar 

  • Dumont, M., Perret-Clermont, A.-N. & Moss, E. (1995). Influence de la relation d’affinité affective sur le raisonnement moral. Cahiers de Psychologie (Université de Neuchâtel), 32, 47–75.

    Google Scholar 

  • Ghodbane, I. (2009). Des jeunes entre école et emploi. In G. Brougère & L. Ullman (Eds.), Apprendre de la vie quotidienne (pp. 105–116). Paris: Presses Universitaires de France.

    Google Scholar 

  • Goffman, E. (1974). Frame analysis: An essay on the organization of experience. New York: Harper & Row.

    Google Scholar 

  • Greco Morasso, S. (2011). Argumentation in dispute mediation. A reasonable way to solve conflict. Amsterdam Philadelphia: John Benjamins.

    Book  Google Scholar 

  • Greco Morasso, S., Miserez-Caperos, C. & Penet-Clermont, A.-N. (in press). L’argumentation à visée cognitive chez les enfants. Une étude exploratoire sur les dynamiques argumentatives et psychosociales. In N. Müller Mirza & C. Buty (Eds.), Argumentation dans les contextes de l’éducation. Berne: Peter Lang.

    Google Scholar 

  • Grossen, M. (1988). La construction sociale de l’intersubjectivité entre adulte et enfant en situation de test. Cousset (Fribourg): Ed. Delval.

    Google Scholar 

  • Grossen, M. & Perret-Clermont, A.-N. (Eds.) (1992). L’espace thérapeutique. Cadres et contextes. Paris & Neuchâtel: Delachaux &Niestlé (downloadable from http://doc.rero.ch/record/9374 ?ln=fr).

    Google Scholar 

  • Grossen, M., Iannaccone, A., Liengme Bessire, M.-J. & Penet-Clermont, A.-N. (1996). Actual and perceived expertise: the role of social comparison in the mastery of right and left recognition in novice-expert dyads. Swiss Journal of Psychology, 55(2/3), 176–187.

    Google Scholar 

  • Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.

    Google Scholar 

  • Heath, S. B. (2004). Risks, rules, and roles: Youth perspectives on the work of learning for community development. In A.-N. Perret-Clermont, C. Pontecorvo, L. Resnick, T. Zittoun & B. Bürge (Eds.), Joining society: Social interaction and learning in adolescence and youth (pp. 41–70). Cambridge/New York: Cambridge University Press.

    Google Scholar 

  • Hinde, R., Perret-Clermont, A.-N. & Stevenson-Hinde, J. (Eds.) (1985). Social relationships and cognitive development. Oxford: Oxford University Press.

    Google Scholar 

  • Kontopodis, M. (2012). Neoliberalism, pedagogy, and human development: exploring time, mediation, and collectivity in contemporary schools. New York, NY: Routledge.

    Google Scholar 

  • Howe, C. (2010). Peer groups and children’s development. Maiden, MA: Wiley-Blackwell.

    Google Scholar 

  • Light, P. & Perret-Clermont, A.-N. (1989). Social context effects in learning and testing. In A. Gellatly, D. Rogers & J.-A. Sloboda (Eds.), Cognition and social worlds (pp. 99–112). Oxford: Oxford University Press.

    Google Scholar 

  • Littleton, K. & Howe, C. (2010). Educational dialogues: Understanding and promoting productive interaction. New York: Routledge.

    Google Scholar 

  • Makriyianni, C. & Psaltis, C. (2007). The teaching of history and reconciliation. The Cyprus Review, 19(1), 43–69.

    Google Scholar 

  • Makriyianni, C. & Psaltis, C. (2011). History teaching in Cyprus. In E. Erdmann & W. Hasberg (Eds.), Facing mapping, bridging diversity: Foundations of a European discourse on history education, Part 1 (pp. 91–138). Germany: Wochen Schau Wissenschaft.

    Google Scholar 

  • Martin, J.-M. (1986). Pierre Bovet, l’homme du seuil: sa position par rapport à la pédagogie, à la psychanalyse et à la psychologie religieuse. Cousset: Ed. Delval.

    Google Scholar 

  • Mercer, N. (2000). Words and minds: how we use language to think together. London: Routledge.

    Book  Google Scholar 

  • Mercer, N. (2007). Exploring talk in school. Los Angeles: Sage Publications.

    Google Scholar 

  • Mercer, N. & Littleton, K. (2007). Dialogue and the development of children’s thinking: A socio-cultural approach. London: Routledge.

    Google Scholar 

  • Mugny, G. & Quiamzade, A. (2010). Apprendre à l’université: élaboration sociocognitive vs. relationnelle du conflit face à une autorité épistémique. Actes du congrès de l’Actualité de la recherche en éducation et en formation (AREF), Université de Genève, Septembre 2010. (Published on line and downloadable from https://plone.unige.ch/aref2OlO/s3m1posiums-longs/coordinateurs-en-b/regulations-relationnelles-et-sociocognitives-du-conflit-et-apprentissage/ Apprendre%20a%201universite.pdf).

    Google Scholar 

  • Muller-Mirza, N., Baucal, A., Perret-Clermont, A.-N. & Marro, P. (2003). Nice designed experiment goes to the local community. Cahiers de Psychologie et Education (Université de Neuchâtel), 38, 17–28.

    Google Scholar 

  • Nico let, M. (1995). Dynamiques relationnelles et processus cognitifs: étude du marquage social chez des enfants de 5 à 9 ans. Lausanne, Paris: Delachaux et Niestlé.

    Google Scholar 

  • Nicolet, M. & Iannaccone, A. (1988/2001). Nonnes sociales d’équité et contexte relationnel dans l’étude du marquage social. In A.-N. Perret-Clermont & M. Nicolet (Eds.), Inter agir et connaître, enjeux et régulations sociales dans le développement cognitif (pp. 155–169) Paris: L’Harmattan.

    Google Scholar 

  • Oelkers, J. (2008). The new education. In A. N. Perret-Clermont & J.-M. Banelet (Eds.), Jean Piaget and Neuchâtel. The learner and the scholar (pp. 137–147). New York: Psychology Press.

    Google Scholar 

  • Penet-Clermont, A.-N. (1980). Social interaction and cognitive development in children. London: Academic Press (downloadable from: http://doc.rero.ch/record/ 12854?ln=de).

    Google Scholar 

  • Penet-Clermont, A.-N. (2004a). Articuler l’individuel et le collectif. Nouvelle Revue de Psychologie Sociale, 3, 94–102.

    Google Scholar 

  • Penet-Clermont, A.-N. (2004b). Thinking spaces of the young. In A.-N. Perret-Clermont, C. Pontecorvo, L. B. Resnick, T. Zittoun & B. Bürge (Eds.), Joining society: Social interaction and learning in adolescence and youth (pp. 3–10). Cambridge: Cambridge University Press.

    Google Scholar 

  • Penet-Clermont, A.-N. (2008a). Epilogue: Piaget, his elders and his peers. In A.-N. Perret-Clermont &J.-M. Banelet (Eds.), Jean Piaget and Neuchâtel (pp. 202–231). Hove, East Sussex: Psychology Press.

    Google Scholar 

  • Penet-Clermont, A.-N. & Banelet, J.-M. (Eds.). (2008b). Jean Piaget and Neuchâtel. The learner and the scholar. Hove, East Sussex: Psychology Press.

    Google Scholar 

  • Penet-Clermont, A.-N. (2012). “Choose two or three scapegoats and make your point!”Should I? Critical thoughts on a fabulous experience and its heritage. In E. Marti & C. Rodriguez (Eds.), After Piaget (pp. 207–225). New Brunswick, London: Transaction Publishers.

    Google Scholar 

  • Piaget, J. (1916). La mission de l’idée. Lausanne: La Concorde.

    Google Scholar 

  • Piaget, J. (1932). Le jugement moral chez l’enfant. Paris: Alcan.

    Google Scholar 

  • Piaget, J. (1976). Autobiographie. Revue européenne des sciences sociales. Cahiers Vilfredo Pareto, 14(38/39), 1–43.

    Google Scholar 

  • Piaget, J. & Smith, L. (1995). Sociological studies. London; New York: Routledge.

    Google Scholar 

  • Psaltis, C. (2005). Social relations and cognitive development: The influence of conversation types and Representations of gender Unpublished PhD thesis, Faculty of Social and Political Sciences, University of Cambridge.

    Google Scholar 

  • Psaltis, C. (2011). The constructive role of gender asymmetry in social interaction: Further evidence. British Journal of Developmental Psychology, 29(2), 305–312.

    Article  PubMed  Google Scholar 

  • Psaltis, C. & Duveen, G. (2006). Social relations and cognitive development: the influence of conversation type and representations of gender. European Journal of Social Psychology, 36(407–430).

    Article  Google Scholar 

  • Psaltis, C. & Zapiti, A. (2014). Interaction, communication and development: Psychological development as a social process. London and New-York: Routledge.

    Google Scholar 

  • Rijsman, J. (1988/2001). Partages et normes d’équité: recherches sur le développement social de l’intelligence. In A.-N. Perret-Clermont & M. Nicolet (Eds.), Inter agir et connaître, enjeux et régulations sociales dans le développement cognitif (pp. 123–137). Paris: L’Harmattan.

    Google Scholar 

  • Rijsman, J. B. (2008). Social comparison as social construction. Theory and illustration. Dossiers de psychologie et éducation (Université de Neuchâtel), 63, 1–46.

    Google Scholar 

  • Robert-Grandpierre, C. (2008). Grandchamp and Piene Bovet. In A.-N. Perret-Clermont & J.-M. Barrelet (Eds.), Jean Piaget and Neuchâtel: The learner and the scholar (pp. 97–105). Hove, New York: Psychology Press.

    Google Scholar 

  • Rommetveit, R. (1976). On the architecture of intersubjectivity. In L. H. Strickland, K. J. Gergen & F. J. Aboud (Eds.), Social psychology in transition (pp. 215–221). New York: Plenum Press.

    Google Scholar 

  • Rosciano, R. (2008). Le partage des jouets en crèche... une question de propriété? Cahiers de psychologie et éducation (Université de Neuchâtel), 43, 17–32.

    Google Scholar 

  • Rubtsov, V. V. (1989). Organization of joint actions as a factor of child psychological development. International Journal of Education Research, 13(6), 623–636.

    Article  Google Scholar 

  • Rychen, D. & Salganik, L. H. (2003). Key competencies for a successful life and a well-functioning society. Göttingen: Hogrefe & Huber.

    Google Scholar 

  • Schubauer-Leoni, M. L. (1990). Ecritures additives en classe ou en dehors de la classe: une affaire de contexte. Résonances, 6, 16–18.

    Google Scholar 

  • Schubauer-Leoni, M. L. & Ntamakiliro, L. (1994). La construction de réponses à des problèmes impossibles. Revue des Sciences de l’Education, 20(1), 87–113.

    Article  Google Scholar 

  • Schwarz, B., Penet-Clermont, A.-N., Trognon, A. & Marro, P. (2008). Emergent learning in successive activities: learning in interaction in a laboratory context. Pragmatics and Cognition, 16(1), 57–87.

    Google Scholar 

  • Selman, R. L. (1980). The growth of interpersonal understanding: developmental and clinical analyses. New York; London: Academic Press.

    Google Scholar 

  • Sherif, M., Harvey, O. J., White, B. J., Hood, W. R. & Sherif, C. W. (1961). Intergroup conflict and cooperation: The robbers cave experiment. Norman, Oklahoma: The University Book Exchange.

    Google Scholar 

  • Sinclaire-Harding, L., Miserez, C., Arcidiacono, F. & Penet-Clermont, A. N. (2013). Argumentation in the Piagetian clinical interview: a step further in dialogism. In B. Ligorio & M. César (Eds.), The interplays between dialogical learning and dialogical self (pp. 53–82). Charlotte: Information Age Publisher.

    Google Scholar 

  • Tajfel, H. (1972). Experiments in a vacuum. In J. Israel & H. Tajfel (Eds.), The context of social psychology: A critical assessment (pp. 69–121). London: Academic Press.

    Google Scholar 

  • Tartas, V. & Perret-Clermont, A. N. (2008). Socio-cognitive dynamics in dyadic interaction: How do you work together to solve Kons cubes? European Journal of Developmental Psychology, 5(5), 561–584.

    Article  Google Scholar 

  • Tartas, V., Baucal, A. & Perret-Clermont, A. N. (2010). Can you think with me? The social and cognitive conditions and the fruits of learning. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 64–82). London, New York: Routledge.

    Google Scholar 

  • Tartas, V. & Perret-Clermont, A.-N. (2012). Faire avec autrui: une situation pour comprendre le développement. In Yves Clot (Ed.), Vygotsky maintenant (pp. 193–211). Paris. La Dispute.

    Google Scholar 

  • Vidal, F. (2008). Jean Piaget, “friend of nature”. In A.-N. Penet-Clermont & J.-M. Barrelet (Eds.), Jean Piaget and Neuchâtel: The learner and the scholar (pp. 75–88). Hove, New York: Psycholog)’’ Press.

    Google Scholar 

  • Zapiti, A. & Psaltis, C. (2012). Asymmetries in peer interaction: the effect of social representation of gender and knowledge asymmetry on children’s cognitive development. European Journal of Social Psychology, 42(5), 578–588.

    Article  Google Scholar 

  • Zittoun, T. (2006b). Transitions. Development through symbolic resources. Coll. Advances in Cultural Psycholog)’’: Constructing Development. Greenwich, CT: Info Age.

    Google Scholar 

  • Zittoun, T. (2012). Lifecourse. In J. Valsiner (Ed.), Handbook of culture and psychology (pp. 513–535). Oxford: Oxford University Press.

    Google Scholar 

  • Zittoun, T. & Cerchia, F. (2013). Imagination as expansion of experience. Integrative Psychological and Behavioral Science, 47(3), 305–324. doi: 10.1007/s 12124–013-9234–2.

    Article  PubMed  Google Scholar 

  • Zittoun, T. & Penet-Clermont, A. N. (2009). Four social psychological lenses for developmental psychology. European Journal of Psychology of Education, 24, 387–403.

    Article  Google Scholar 

Download references

Authors
  1. Anne-Nelly Perret-Clermont
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Cyprus, Cyprus

    Charis Psaltis (Assistant Professor of Social and Developmental Psychology) (Assistant Professor of Social and Developmental Psychology)

  2. London School of Economics, UK

    Alex Gillespie (Associate Professor of Social Psychology) (Associate Professor of Social Psychology)

  3. University of Neuchâtel, Switzerland

    Anne-Nelly Perret-Clermont (Professor Emeritus) (Professor Emeritus)

Copyright information

© 2015 Anne-Nelly Perret-Clermont

About this chapter

Cite this chapter

Perret-Clermont, AN. (2015). The Architecture of Social Relationships and Thinking Spaces for Growth. In: Psaltis, C., Gillespie, A., Perret-Clermont, AN. (eds) Social Relations in Human and Societal Development. Palgrave Macmillan, London. https://doi.org/10.1057/9781137400994_4

Download citation

Publish with us

Policies and ethics

Search

Navigation