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Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development.

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Title: Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development.
Authors: Zapiti, Anna (AUTHOR), Psaltis, Charis (AUTHOR)
Source: European Journal of Social Psychology. Aug2012, Vol. 42 Issue 5, p578-588. 11p. 1 Diagram, 4 Charts, 1 Graph.
Subjects: Analysis of variance, Chi-squared test, Child development, Cognition, Conflict (Psychology), Gender identity, Intellect, Interprofessional relations, Problem solving, Psychology, Research funding, Social skills, Thought & thinking, Video recording, Theory, Affinity groups, Pre-tests & post-tests, Inter-observer reliability, Descriptive statistics
Geographic Terms: Islands of the Mediterranean
Abstract: This study examines the role of social representations of gender and knowledge as sources of asymmetry on the features of children's interactions as well as on their cognitive development. The research was carried through an innovative pre-test, first interaction, second interaction, post-test design. One hundred fifty-nine children of the same age (6.5-7.5 years old) but of different levels of knowledge of a spatial-transformation task collaborated in same-sex and opposite-sex dyads to find a joint solution. In the first interaction, a child less developmentally advanced (NC) had to work with a child more developmentally advanced (TC), whereas in the second interaction of the same gender composition, the same NC had to work with a fresh NC. Cognitive progress was assessed using pre-test to post-test gains. The results revealed that the gender composition of the pairs and knowledge asymmetry influence not only the behavioral patterns and strategies that each partner employs in the interaction but also the cognitive outcomes of the children. These findings shed more light to the process through which socio-cognitive conflict gets resolved, which was considered until now a 'black box.' Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Social Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Social+Psychology%22">European Journal of Social Psychology</searchLink>. Aug2012, Vol. 42 Issue 5, p578-588. 11p. 1 Diagram, 4 Charts, 1 Graph.
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  Data: This study examines the role of social representations of gender and knowledge as sources of asymmetry on the features of children's interactions as well as on their cognitive development. The research was carried through an innovative pre-test, first interaction, second interaction, post-test design. One hundred fifty-nine children of the same age (6.5-7.5 years old) but of different levels of knowledge of a spatial-transformation task collaborated in same-sex and opposite-sex dyads to find a joint solution. In the first interaction, a child less developmentally advanced (NC) had to work with a child more developmentally advanced (TC), whereas in the second interaction of the same gender composition, the same NC had to work with a fresh NC. Cognitive progress was assessed using pre-test to post-test gains. The results revealed that the gender composition of the pairs and knowledge asymmetry influence not only the behavioral patterns and strategies that each partner employs in the interaction but also the cognitive outcomes of the children. These findings shed more light to the process through which socio-cognitive conflict gets resolved, which was considered until now a 'black box.' Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Social Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=77603023
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      – Type: doi
        Value: 10.1002/ejsp.1885
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 11
        StartPage: 578
    Subjects:
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Conflict (Psychology)
        Type: general
      – SubjectFull: Gender identity
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Research funding
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      – SubjectFull: Social skills
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      – SubjectFull: Thought & thinking
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      – SubjectFull: Video recording
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      – SubjectFull: Theory
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      – SubjectFull: Affinity groups
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      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Inter-observer reliability
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Islands of the Mediterranean
        Type: general
    Titles:
      – TitleFull: Asymmetries in peer interaction: The effect of social representations of gender and knowledge asymmetry on children's cognitive development.
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            NameFull: Zapiti, Anna
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            NameFull: Psaltis, Charis
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            – D: 01
              M: 08
              Text: Aug2012
              Type: published
              Y: 2012
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