publication . Article . 2004

Conflict Elaboration and Cognitive Outcomes

Céline Buchs; Fabrizio Butera; Gabriel Mugny; Céline Darnon;
Open Access
  • Published: 01 Jan 2004 Journal: Theory Into Practice, volume 43, pages 23-30 (eissn: 1543-0421, Copyright policy)
  • Publisher: Project Muse
  • Country: Switzerland
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...
Subjects
free text keywords: Education, Cooperative learning, Psychology, Social influence, Social change, Pedagogy, Constructive, Teaching method, Conflict resolution, Cognition, Elaboration, Social psychology, ddc:150
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publication . Article . 2004

Conflict Elaboration and Cognitive Outcomes

Céline Buchs; Fabrizio Butera; Gabriel Mugny; Céline Darnon;