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Vygotsky and Papert: social‐cognitive interactions within Logo environments
Author(s) -
Mevarech Zemira R.,
Kramarski Bracha
Publication year - 1993
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1993.tb01044.x
Subject(s) - psychology , creativity , originality , logo (programming language) , interpersonal communication , cognition , literal and figurative language , metacognition , flexibility (engineering) , social skills , cognitive flexibility , cognitive psychology , developmental psychology , social psychology , mathematics education , computer science , linguistics , philosophy , statistics , mathematics , neuroscience , programming language
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control group ( N =29). Results showed that students in the cooperative Logo environment outperformed their counterparts in the other two groups on certain measures of creativity (figurative‐originality, verbal‐flexibility, and verbal‐originality). In addition, the co‐operative Logo group developed more positive interpersonal relationships than the students in the other two settings. The results are discussed from three perspectives: the social‐cognitive approach emphasising the roles of co‐operation and metacognition in developing advanced thinking skills; the educational‐technology viewpoint demonstrating the potential use of computers; and the pedagogical view pointing out the implications of the study to school situations and heterogeneous classrooms.