Perturbations and Compensations in Social Cognitive Conflict: A Functional Analysis of Cognitive Development

Abstract

Piaget's work from 1975 through 1980 added a dynamic aspect to his earlier formal structural model. This new work portrayed change in more functionalist terms and describes cognitive conflict referring to the process of perturbations and compensations to explain the regulations of the network of cognitive cycles. He suggests three types of balances or compensatory responses, alpha, beta, and gamma. These writings, however, ignore social interaction as a contributor to the process of perturbations and compensations. Doise and Mackie suggest that cognitive change and development is facilitated by peer interaction but they ignore the functional analysis of social collaboration. The present report presents data collected using selected Piagetian experiments in contradiction with Doise and Mackie's model. 30 children from 8 to 10 yr. of age worked in triads composed of homogeneous and heterogeneous groups, while 20 8- to 10-yr.-olds worked alone during five independent sessions on selected Piagetian tasks on contradictions. Analysis showed in general co-construction produced significant and generalizable progress when compared with those working alone. Analysis of videotapes suggests that compensations in co-construction conditions might be detected. A brief section concerns utility of Piaget's network of cognitive cycles. Those preliminary comments were taken from video recording of the social interaction.