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- Title
Theory of Interlocutory Logic and Sequential Analysis of Interactive Problem-Solving Situations: A Powerful Method.
- Authors
Roux, Jean-Paul
- Abstract
According to Vygotsky's theory of development and its instructional applications, a good way to increase students' knowledge and cognitive abilities is to organise at school co-operative and co-elaborative learning situations. Under some conditions, when students interact, the process of sharing problem-solving procedures results in reorganising and developing their own cognition. But, given that such co-resolution interactive settings can lead to students' individual cognitive progress, we need to explain how. The main aim of this article is to present a theoretical and methodological system to analyse the socio-cognitive processes within an interaction. A pragmatic interlocutory theory, founded on the theory of speech acts, is used and tested with a small group of students involved in solving a mathematical problem at school. Hypotheses about mechanisms of progress invoke the role of semiotic mediations, via speech acts, as a vehicle as well as a tool for sharing the meaning of linguistic signs (construction of intersubjectivity). Thanks to the double function of language signs (communicative and representative) and to the individual internalisation of shared processes, students become able to (re-) organise their thoughts and to increase not only knowledge, but also cognitive and metacognitive tools.
- Subjects
COGNITIVE testing; SCHOOL environment; COGNITIVE ability; LEARNING ability; STUDENTS; EDUCATIONAL sociology
- Publication
Learning Environments Research, 2000, Vol 3, Issue 3, p247
- ISSN
1387-1579
- Publication type
Article
- DOI
10.1023/A:1011469615166