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Social perception and cognition in learning situations through social-cognitive conflict

The objective of this research was to investigate the relationship between the learning mediated by social-cognitive conflict and the degree of individuals’ perception of their own sociometric status in the group. The subjects are children between from 5 to 7 years old; the experimental procedures consisted of pre-tests, three intervention sessions and post-test. Operative and formation of possibilities tasks as well as sociometric and perceptual tests were applied. The results showed positive effects from the intervention of social-cognitive conflict. Based on the data of length conservation learning, only a slight tendency for the relation better level of perception, higher level of learning could be confirmed but it was not statistically significant. In relation to the learning of forms of partially hidden reality, each separated sociometric situation could not explain the learning, but considering the perception as a whole, the relation better perception, higher learning could be confirmed.

Social perception; Learning; Social-cognitive conflict


Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia R. Waldemar César da Silveira, 105, Vl. Cura D'Ars (SWIFT), Campinas - São Paulo, CEP 13045-510, Telefone: (19)3779-3771 - Campinas - SP - Brazil
E-mail: revistapsico@usf.edu.br