Resumo

PERALTA, Nadia; CASTELLARO, Mariano  e  TUZINKIEVICZ, María Agustina. Influence of the Type of Task on Dialogic Construction and Conflict Resolution in University Students. Acta de investigación psicol [online]. 2022, vol.12, n.2, pp.77-90.  Epub 21-Abr-2023. ISSN 2007-4719.  https://doi.org/10.22201/fpsi.20074719e.2022.2.453.

The socio-constructivist perspective of educational processes confers an essential value to the dialogical construction of knowledge. In this respect, in case some conditions are given, conflict resolution may have an important epistemic effect. Therefore, the sociocognitive conflict and its argumentative resolution has been of great interest to researchers. Studies have shown that the type of the task has an effect on several cognitive and social elements of this process but no real consensus has emerged. Consequently, the present paper aims to analyze the influence of the type of task on dialogic construction and the type of sociocognitive conflict resolution in dyads of first-year university students. Two tasks are compared: reading and interpreting frequency tables and ordering the possible causes of a social problem. A quasi-experimental study with only post-test was designed in which 28 dyads performed both tasks. The effect of the different types of tasks on the dialogic construction and conflict resolution was evaluated. General results indicate, in terms of the dialogic construction, higher values of argumentative messages in the causes ordering task. In relation to other kind of messages, such as the social and organizational codes of the resolution of the task, both conditions show similar values. Finally, a tendency towards argumentative symmetric resolutions can be identified in the task of reading frequency tables, whereas the social causes ordering task appears to be associated with a tendency to argumentative asymmetric resolutions. These results, viewed from the educational field, highlight the importance of the specificity of the task to be carried out, since it has influence on some factors such as the participants’ knowledge and motivation to perform the task, which appear to have an effect in both the dialogical construction and the conflict resolution. These are the precise requirements that give rise to the ideal conflict resolutions that allow advances in learning.

Palavras-chave : Sociocognitive conflict; Sociocognitive interaction; Dialogic construction; Conflict resolution; University students.