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Conflict Elaboration and Cognitive Outcomes

Published in Theory into practice. 2004, vol. 43, no. 1, p. 23-30
Abstract This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disruptive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict elaboration—epistemic and relational—are identified. Epistemic elaborations focus students on task resolution leading to positive cognitive outcomes, and correspond to a cooperative relationship. Relational elaborations focus students on competence differentials and lead either to compliance or to competitive confrontations. Implications for education are discussed.
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Research group Groupe de recherche sur l'influence sociale (GRIS)
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BUCHS, Céline et al. Conflict Elaboration and Cognitive Outcomes. In: Theory into practice, 2004, vol. 43, n° 1, p. 23-30. doi: 10.1207/s15430421tip4301_4 https://archive-ouverte.unige.ch/unige:15768

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Deposited on : 2011-05-11

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