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ERIC Number: ED361359
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Parent Child Interaction Patterns in Dyadic Problem Solving: An Application of Vygotsky's Double Stimulation Method.
Portes, Pedro R.; And Others
Patterns of assistance in parent-child dyads were examined by developing measures that could be used to explore the nature of assistance and learner action sequences. A microgenetic approach was adopted in a teaching experiment that may be regarded as a variation of the double stimulation method of L. S. Vygotsky. A second goal was to explore the blending of quantitative, multivariate methods with interpretive methods in advancing the cultural-historical (CH) model. Thirty-two fourth to sixth graders and their mothers from the United States and 32 such pairs from Peru were studied. Parent-child problem solving activity was observed in a laboratory setting where interactions during a categorization task were videotaped. In one study process measures were the focus and in another assistance patterns were examined as a function of children's developmental level, analyzing the relationship between negotiation in the children's zone of proximal development and resulting assisted responses. Findings suggest that the factor score for a given dyad is a prevailing characteristic of a given family setting. Interaction patterns were moderately correlated with a distant measure of development. The combination of research methods is useful in understanding the nature and nurture of cognitive environments. Three tables present study findings. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Peru; United States