Individus groupes

"Piaget's position is clarified, somewhat, in a tortuous chapter by Bovet, Parrat-Dayan, and Voneche, who argue that the common view of Piaget as an apostle of solitary cognitive development is mistaken."

Bovet, Magali, Silvia Parrat-Dayan, and Jacques Vonèche. "Cognitive Development and Interaction." In Marc H. Bornstein and Jerome S. Bruner (Ed.), Interaction in Human Development. Hillsdale, NJ: Erlbaum, 1989. 41-58.

“Moreover, although Vygotsky for the most part discussed interactions in the zone of proximal development in the context of teacher/child interactions, he also (Vygotsky, 1978) argued that in solitary play a child in effect may create a zone of proximal development (Nicolopolou, 1993). The same might be true when a child works alone on a problem that is slightly more difficult than he or she can manage independently, but receives feedback from the materials” (Tudge & Winterhoff, 1993, p.245)

Tudge, J., & Winterhoff, P. (1993). Can young children benefit from collaborative problem solving? Tracing the effects of partner competence and feedback. Social Development, 2, 242-259.

A Chercher :
- Nicolopolou, A. (1993). Play, cognitive development, and the social world: Piaget,
Vygotsky, and beyond. Human Development, 36, 1-23.
- Relier avec Affordance ? Métacognition ?

Schwartz, D. L. (1999). The productive agency that drives collaborative learning. In P. Dillenbourg, Collaborative learning: cognitive and computational approaches (pp. 197–218). Oxford: Elsevier Science Ltd.

Schwartz, D. L. & Okita, S. (200_). The Productive Agency in Learning by Teaching
http://aaalab.stanford.edu/papers/Productive_Agency_in_Learning_by_Teaching.pdf

http://aaalab.stanford.edu/

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Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. The Journal of the Learning Sciences, 4(3), 321-354.

Collaborative remembering = one type of remembering when 2 people talking of shared experiences
(see for reviews, Clark & Stephenson, 1989; Hartwick, Sheppard, & Davis, 1982; Weldon, 2000).

- Groups of two or more always recall more than an individual (Basden, Basden, Bryner, & Thomas, 1997; Meudell, Hitch, & Boyle, 1995; Meudell, Hitch, & Kirby, 1992; Weldon & Bellinger, 1997).

- When the performance of nominal (the sum of the recall of each individual, determined by pooling the non-redundant recalls of individual working alone)and actual groups are compared, the most interesting result is that collaborative groups recalled less than nominal groups. Weldon and Bellinger referred to this effect as collaborative inhibition. Typically, collaborative inhibition occurs with groups of three or more (Basden et al., 1997; Basden, Basden, & Henry, 2000; Weldon & Bellinger, 1997), but can occur with pairs (Andersson & Ro¨nnberg, 1995; Finlay, Hitch, & Meudell, 2000; Takahashi & Saito, 2004), although nominal pairs sometimes exhibit no difference from actual pairs (Basden et al., 2000).


Takamashi, M. (2007). Does collaborative remembering reduce false memories ?. British Journal of Psychology, 98 (1), 1-13.
The results of the three experiments demonstrate that collaboration affects correct and false recalls in the same ways.
Encore une fois il semble que : « Interaction is thus envisaged as a destabilizing influence » (Glachan & Light, 1982, p. 258). Cette influence n'est pas orientée vers un progrès systématique.

Pour un résumé concis :
http://www.bps.org.uk/publications/thepsychologist/search-the-psychologist-online.cfm?fuseaction=inc_getFile&ID=491&Publication_ID=1