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Rethinking the Role of Peer Collaboration in Enhancing Cognitive Growth

After several decades of prevalence of a Piagetian perspective on human development, with its emphasis on the child constructing knowledge in interaction with the physical world, the seventies witnessed an important paradigm shift: recognition of the pivotal role of the social world in the child’s intellectual growth [Rogoff, 1990]. This ‘social revolution’ was partly a result of the rediscovery in the west of Vygotsky’s [1978] seminal work, which gave rise to a surge of sociocultural accounts of psychological processes. Inherent in this approach is the notion that if we are to understand the nature of thinking, learning, and development we need to take account of the intrinsically social and communicative nature of human life [Vygotsky, 1978]. However, the paradigm shift also emerged from Piaget’s own headquarters, from the pioneering and prolific research of Geneva’s neo-Piagetian school [Doise, Mugny, & Perret-Clermont, 1975]. This turned the focus of attention from developmental explanations based on cognitive conflict between schemata to those based on sociocognitive conflict among peers. According to the latter explanations, disturbance resulting from cognitive conflicts eventually gives way to a superior state of equilibrium. This disturbance is mainly social in nature: when people interact, their respective centrations are more directly opposed than when one individual interacts with physical objects. The occurrence of sociocognitive conflicts through verbal exchanges is a necessary condition for decentration and restructuring of schemata, which in turn results in intellectual growth [Doise & Mugny, 1984; Tudge, 1990]. The study of the role of peer collaboration in enhancing cognitive growth has a relatively brief history, but there have been notable changes in the nature of the re-