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SOCIAL COGNITION AND LEARNING IN GROUPS - Coggle Diagram
SOCIAL COGNITION AND LEARNING IN GROUPS
COOPERATIVE LEARNING
WIRED FOR SOCIAL INTERACTION
Babies are able to replicate adults' faces: social interaction is a early element of development
Humans respond in the same way to a same social element (example of social interaction)
This behavioural synchrony is demonstrated by the inter brain synchrony studied with EEG
Can be used as a predictor of team work
SOCIAL INTERDEPENDENCE THEORY
Role of goals and how to achieve it (distinction between positive and negative interdependence)
Based on:
Outcome
Means
Boundary
Promoted by individual accountability (in small groups in particular)
Determines the promotion of interaction
Success for many reasons
Achievement
Interpersonal relations
Psychological health
We need to consider
Factors related to structure of learning
Factors related to structure of group
Examples of group learning
Learning a topic in expert groups and report it
Students master a lesson and then take individual tests to study individual growth
Students study a controversial topic and then discuss about it
INDIVIDUAL SOCIAL DEVELOPMENT MATTERS
SKILL AND WILL
PERSPECTIVE-TAKING
Skill (accuracy)
Studiable with:
Movie for assessment of Social Cognition
Faux pas test
Story-based tasks
Will (propensity)
The Director task show a continuous development in adolescence
INTERACTING WITH OTHERS
TRUSTING AND TRUSTWORTHLY BEHAVIOUR
Development of trust propensity
In particular boys
Associated with:
Risk-aversion (negatively)
Perspective-taking propensity (positively)
Development of trusworthiness
SOCIAL SENSITIVITY
SOCIAL EVALUATION
Demonstrated by fMRI studies by observing peer images
SOCIAL INFLUENCE
Peer influence in risk-taking behaviours
SOCIAL EXCLUSION
In adolescence there is
high-rejection reactivity
and
low self-protective biases
Opposite of adults
Differences in stime of acceptance by peers
Differences in selft-stem
Differences in consideration of peer-evaluation of self
Adolescents internalize negative judgments
Use of compensatory strategies
Influences in mood and anxiety
Activation of insula and subACC
Associated with self-reported distress
Associated with depressive symptoms at 1-year follow-up