When Sociocognitive Transaction among Peers Fails: The Case of Misconceptions in Science

October 1993

Child Development 64(5):1571 – 1591

Authors:  Iris Levin   Sara Druyan

Abstract

The effect of sociocognitive transaction among peers on cognitive change was analyzed. Transaction concerned the concept of speed applied to 2 problems: a Piagetian problem and a parallel problem evoking a misconception. The effect of transaction, intended to evoke inter- and intrapersonal conflicts, was compared to two other treatments: taking a multiple choice test aimed to raise intrapersonal conflict and no intervention. A total of 360 sixth, eighth, and tenth graders participated. Following treatments, subjects mainly progressed on the Piagetian problem and mainly regressed on the problem evoking the misconception. Transaction had a beneficial effect on the former problem, encouraging progress and discouraging regression relatively to other treatments. It had a bidirectional effect on the latter problem, encouraging both progress and regression. Cognitive change following transaction was related to level of reasoning on speed during transaction. Inter- and intrapersonal conflicts evoked by transaction resulted in different changes in the 2 problems: Interpersonal conflict increased intrapersonal conflict on both, but the degree of intrapersonal conflict was related to change on the latter problem only, with greater conflict evoking greater change, mainly regressive. Results cast doubt on Piagetian assumptions concerning the role of conflict in cognitive development.