Abstract

This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disruptive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict elaboration—epistemic and relational—are identified. Epistemic elaborations focus students on task resolution leading to positive cognitive outcomes, and correspond to a cooperative relationship. Relational elaborations focus students on competence differentials and lead either to compliance or to competitive confrontations. Implications for education are discussed.

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Additional Information

ISSN
1543-0421
Print ISSN
0040-5841
Pages
pp. 23-30
Launched on MUSE
2004-03-03
Open Access
No
Archive Status
Archived 2004
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