Collaborative comprehension of frequency tables according to competence and gender symmetry/asymmetry
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Abstract
This article is an expression of the confluence of two Socio-constructivist trends: studies on peer interaction and studies on the process of appropriation of external representation systems. It aims to analyze the influence of competence and gender symmetry/asymmetry on the dyadic interaction involved in collaborative comprehension of a frequency table in six and seven grade students. It is a one posttest only quasi-experimental design with two independent variables. The first one was the competence symmetry/asymmetry defined by equality or inequality between individual levels of table comprehension (basic or advanced): two participants of basic compe- tence (basic symmetry), two participants of advanced competence (advanced symmetry), and one participant of basic competence with another one of advanced competence (asymmetry). The second one was the gender symmetry/asymmetry, defined by gender equality or inequality between partners: girl-girl, boy-boy, and mixed. The dependent variable was the socio-cognitive interaction involved in the collaborative comprehension of the frequency table. Participants are 240 six or seven years old grade students (120 dyads), selected in a non-probabilistic way. They belonged to four official schools in southern Santa Fe province (Argentina). The mean age was 12,26 years old (SD=0,64), and they were equally distributed by gender (49,2% girls y 50,8% boys). Each dyad solved 12 multiple choice items; each of these assessed one aspect of table com- prehension. The collaborative interaction was analyzed according to a system of mutually and ex- haustive categories, belonging to three dimensions: contributions directly oriented to task reso- lution, contributions oriented to the organization of task resolution, and general organizational contributions. The main conclusion is that the most accentuated variations of socio-cognitive interaction are caused by competence symmetry/asymmetry, i. e. by units directly oriented to task resolution (that coincides with literature). On the other hand, gender symmetry/asymme- try show minimal effects on interaction compared to competence symmetry/asymmetry, which coincides with more recent antecedents. The findings are discussed according to psychosocial and developmental implications of the phenomenon, and the value of the study is highlighted as a contribution to a situated view of socio-cognitive interactions between peers.
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Mariano Castellaro, Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE-CONICET / Universidad Nacional de Rosario (UNR)
Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE- CONICET). Facultad de Psicología, Universidad Nacional de Rosario (UNR). Rosario, Argentina.
Correo electrónico: castellaro@irice-conicet.gov.ar.
Orcid: https://orcid.org/0000-0001-5470-9662.
Néstor Roselli, Centro de Investigaciones en Psicología, Pontificia Universidad Católica Argentina (UCA)
Centro de Investigaciones en Psicología y Psicopedagogía (CIPP), Facultad de Psicología y Psicopedagogía, Universidad Católica Argentina. Buenos Aires, Argentina.
Correo electrónico: nestorroselli@uca.edu.ar.
Orcid: https://orcid.org/0000-0002-7313-4566.
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