Kako nastaju i kako nestaju nove kompetence: socijalna interakcija i kognitivni razvoj

• Published in: Psihološka istraživanja Vol. 13; no. 1; pp. 107 - 129
• Main Authors: Jovanović, Vitomir, Baucal, Aleksandar
• Format: Journal Article
• Language: Serbian
• Published: Faculty of Philosophy, University of Belgrade 2010; Филозофски факултет, Универзитет у Београду
• Subjects: Psychology; normativity; cognitive development; social interaction; discourse
• ISSN: 0352-7379; 2560-306X

The main goal of this work is to examine how different theoretical points ofview (constructivist, co-onstructivist and dynamical systems theory) explainthe mechanism of creating new cognitive competencies within social interactionsand, on the other hand, to show that there is some evidence that partly cannot beexplained by the conceptual framework of these approaches. All three approachesgive complementary explanations from different but reciprocal points of viewshowing different aspects of social interaction that leads to greater achievement inthe subsequent individual cognitive functioning. Constructivist approach focuseson the importance of normative facts that create a logical imbalance and are oftenproduced within a situation of interaction, co−constructivist framework emphasizesthe importance of thinking which is embedded in language and socio−culturalexchange, and dynamical systems theory seeks to describe interaction in theconcept of bifurcation. These approaches are less capable of explaining the findingsthat cognitively more competent children who enter the interaction with the lesscompetent but more confident partners achieve lower results than in pretest. Question is asked whether concepts such as normativity and discourse can behelpful in explaining this phenomenon and whether they play some sort of role inmechanisms of cognitive development.