PEIXOTO, Francisco    MENERES, Sofia. Interacções sociais e aprendizagem: A influência do estatuto do par nas dinâmicas interactivas e nos procedimentos de resolução . []. , 15, 2, pp.269-281. ISSN 0870-8231.

The present study was designed to allow for the comparison of status induction, in two conditions of asymmetry, with a situation of symmetric interaction. As a general hypothesis we state that the asymmetric situations have a predominance of relational regulations and, as a consequence, the children involved have fewer benefits than that involved in a symmetric interaction. 36 children, between the ages of 4:5 and 6:0, from two nursery schools in Lisbon acted as subjects. 30 of the 36 children were not able to solve the task proposed and 6 could solve it correctly. A multiple classification task, with pictures of animals, was used. The experiment was realized in two phases: the first including the pre-test and the second the experimental situation and the post-test, with a delay of two weeks between the two phases. The 36 children were distributed to one of the three experimental conditions: («symmetric interaction», «induced asymmetry» and «reinforced asymmetry») with the 6 who had solved the task correctly assigned to the condition «reinforced asymmetry», as tutors, and the remaining 30 equally assigned to 5 equivalent groups, according to their performances in the pre-test. The results show that the peer status has impact on the socio-cognitive functioning of the dyad and on the individual performance in post-test.

: Peer interaction; Symmetrical/Asym-metrical interaction; Socio-cognitive mediation.

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