From general introduction« Martine Batt and Alain Trognon portray the microgenesis of the solution to an arithmetic division problem by showing two children dialoguing in order to solve it. In their chapter (...), they employ the method of "interlocutory logic", which involves leveraging logical knowledge "controlled" by the progression of the dialogue. This allows them to precisely locate the turning point in the children's work and illustrate the representation of the division they accomplish in their dialogue, thus bringing to light an interlocutory model of represenstation achieved through experimental developmental psychology »
division, problem's resolution, dyads, dialogue, interlocutory logic
1. Introduction br> 2. The sequence under analysis br> 3. The problem of ambiguity br> 4. Analysis of the relations woven into the interaction br> 5. Cognitive contribution of each child br> 6. Choosing a method br> 7. Cognitive discovery br> 8. Formal presentation of intercomprehension br> 9. Conclusion: on the merits of conducting a microgenetic analysis using interlocutory logic
This paper brings an actual model of the process by which (according Vigotsky, Piaget and Mead) learning (here, of the intial form of the ability to make a division) can result from the transference of the interaction into the individual mind.
From an epistemological point of view, the paper claims to a reconciliation between experimental and formal approaches in psychology
More on the subject : st11, tb10, tbl11, tbm11, tsbl8, ts11.