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Peers, Persuasion, and Piaget: Dyadic Interaction between Conservers and Noneonservers

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Child and Animal Learning Development Science Education and Pedagogy Cognitive and developmental aspects of mathematical skills

Abstract

MILLER, SCOTT A., and BROWNELL, CELIA A. Peers, Persuasion, and Piaget: Dyadic Interaction between Conservers and Nonconservers. CHILD DEVELOPMENT, 1975, 46, 992-997. Second-grade children were pretested for conservation of length and weight. 50 pairs were formed for a second session, each pair consisting of 1 conserver and 1 nonconserver. During the second session, the children attempted to resolve their opposed answers on the conservation tasks and on 2 control questions as well. On both length and weight, the conserver's answer prevailed significantly more often than the nonconserver's; there were no differences on the control tasks. Analysis of the interaction revealed several measures on which conservers differed from nonconservers and winners of the argument from losers. The results are discussed in terms of 2 issues: the certainty with which operational concepts are held and the role of peer interaction in cognitive change.

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1972Acquisition of conservation through social interaction.

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2006Online discussion processes: Effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages 1982Social and Social—Cognitive Developmental Characteristics of Young Isolate, Normal, and Sociable Children 1991Development of formal reasoning during successive peer interactions.2013Preschoolers’ cooperative problem solving: Integrating play and problem solving 1996The Cognitive Consequences of Collaborative Problem Solving With and Without Feedback 1977Effects of controversy on cognitive perspective taking.1989When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict 2007Conservation and conversation types: Forms of recognition and cognitive development

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