Abstract
The aim of this study is to highlight the influence of the socio-relational context in expert-novice problem solving situation. We assume that a hole range of interactive organizations coexist and vary as a function of the asymmetry of the relationships affected by the mastery of the task and differences in partners status. Thirty six first graders aged 6;6 (18 hight achievers and 18 low achievers) were observed during a construction task. Hight achieving experts were assigned to low achieving novices and vice-versa. As predicted, when hight achieving status was associeted with task related expertise (reinforced asymmetry) the interactive dynamic was chiefly caracterised by guidance/tutoring. In contrast, when low achieving status was associated with task related expertise (counter balanced asymmetry), a variety of dynamics were abserved most of which were either cooperative or exhibited reverse guidance by the hight achieving novice. Guidance management by the experts also differed between the reinforced and counter balanced conditions. The findings argue for a pluridimensional approach to socio-cognitive modes of aquisition.
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The study reported in this article was conducted in a research unit affiliated with the C.N.R.S. (URA 1353).
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Verba, M., Winnykamen, F. Expert-novice interactions: Influence of partner status. Eur J Psychol Educ 7, 61–71 (1992). https://doi.org/10.1007/BF03172822
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DOI: https://doi.org/10.1007/BF03172822