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Thema
Lernen im Dialog |
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Ursula M. Staudinger,
Markus Joos
Interactive Minds - A Paradigm for
the Study of the Social-Interactive Nature of Human Cognition
and its Lifespan Development |
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After a brief review of
historical and contemporary trends in the study of the social-interactive
nature of cognition, a definition of the interactive minds paradigm
is presented. Cognition is social-interactive in nature in at
least three respects (a) its cultural evolution as well as its
ontogeny, (b) its activation and application, and (c) its recognition.
But is it true that two heads are better than one? An empirical
interactive minds paradigm was developed and tested using the
sample case of wisdom-related performance. Five performance
settings were developed which differed in the ratio of individual
and interactive cognition and its ecological relevance. Results
revealed that the condition combining individual and interactive
cognition, that is, dialogue and appraisal, was most facilitative
for the activation of wisdom-related knowledge and judgment.
Thus, not any interactive cognition seems to be facilitative
but rather a sequential combination of both individual as well
as interactive cognition. |
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