Piaget's last works (1975, 1977, and 1980) add a dynamic aspect to his earlier exceptionally formal structural model. He portrays change in more functionalistic terms and describes 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 compensations. These writings, however, ignore the social aspects in Piaget's functional analysis. On the other hand, Doise explicates social cognitive research paradigms which induce cognitive development, but he ignores the functional analysis of the peer interaction. Taken together, these two lines of research appear to complement each other. The present study attempts to join and extend these two theoretic positions. A total of 50 children from 8 to 10 years of age worked in triads (composed by similar or different age levels) and alone during five independent sessions on selected Piagetian experiments in contradictions. Results showed: (1) in general, co-construction produced earlier, more significant, and generalizable progress than individuals working alone and (2) in a qualitative exploratory analysis, increasing levels of compensations (Alpha, Beta, and Gamma) were identified, providing information on the gradual coordination between competing affirmations and negations. (Author/RH)