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Chapitre D'ouvrage Année : 2004

The Social Regulation of Cognition

Résumé

The present chapter offers further evidence that the social context in which cognitive functioning takes place is an integral part of that functioning, not just the surrounding context for it. Three categories of social-psychological studies are reported. The first category shows that relatively simple social presence and social comparison situations can have dramatic effects on some basic responses that have been well established in cognitive psychology. The second category illustrates the effects that specific social comparison choices can have on classroom performances. Finally, also related to the classroom setting, the third category of studies suggests that autobiographical memory is a fundamental component of social regulation phenomena. Overall, these findings support a “social psychology of cognition”, which is discussed in the last section of this chapter.

Domaines

Psychologie
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Dates et versions

hal-03012126 , version 1 (18-11-2020)

Identifiants

Citer

Pascal Huguet, Jean-Marc Monteil, Florence Dumas. The Social Regulation of Cognition: From Colour-Identification in the Stroop Task to Classroom Performances. Jos Van Den Linden; Peter Renshaw. Dialogic Learning : Shifting Perspectives to Learning, Instruction, and Teaching, Springer Netherlands, pp.217-231, 2004, 978-1-4020-1930-2. ⟨10.1007/1-4020-1931-9_11⟩. ⟨hal-03012126⟩
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