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Social marking in ordering tasks: Effects and action mechanisms
Author(s) -
Gilly Michel,
Roux JeanPaul
Publication year - 1988
Publication title -
european journal of social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.609
H-Index - 111
eISSN - 1099-0992
pISSN - 0046-2772
DOI - 10.1002/ejsp.2420180304
Subject(s) - psychology , task (project management) , cognition , cognitive psychology , test (biology) , social psychology , action (physics) , norm (philosophy) , representation (politics) , social cognition , control (management) , artificial intelligence , computer science , epistemology , paleontology , philosophy , physics , management , quantum mechanics , neuroscience , politics , political science , law , economics , biology
Abstract The same ordering task with social marking is used in two experimental training conditions. In one of the conditions, the answers based on the social norm contradict the answers that result from the cognitive processing of the examples provided. In the other condition, the two types of answers are the same. When compared to a control training condition, both of the test training conditions are shown to have the same effect. The observations made during training as well as the justifications given by the children support the hypothesis that the influence of social marking cannot be explained, at least for one of the test conditions, by the existence of socio‐cognitive conflict. Social marking may lead to better representation of the task. In one of the experimental conditions, it may also lead to the use of a problem‐solving procedure that is based on the properties of the objects to be ordered.