ESTUDIO SECUENCIAL DE LA INTERACCIÓN SOCIOCOGNITIVA DURANTE LA RESOLUCIÓN DE PROBLEMAS LÓGICOS (Sequential study of the socio-cognitive interaction in logical problem solving)

El objetivo del presente estudio fue analizar, desde una perspectiva secuencial, la interaccion sociocognitiva durante la resolucion colaborativa de problemas logicos, en diadas de estudiantes de quinto y sexto grado de educacion primaria, con composiciones sociocognitivas asimetricas y simetricas. Se trato de un estudio cuasi-experimental de casos, de dos fases: la primera consistio en la resolucion individual de items logicos, para evaluar el nivel de competencia especifica inicial de cada sujeto. Con base en dicho criterio, se conformaron diadas asimetricas (un companero de alta competencia con un par de baja competencia) y simetricas (ambos companeros de baja competencia), que resolvieron la tarea de manera colaborativa. La interaccion sociocognitiva fue codificada por un sistema de categorias adaptado. Se realizo un analisis secuencial de la interaccion, es decir, de probabilidades de transicion entre codigos (eventos); esto se dio al interior de cada condicion (asimetrica y simetrica), para detectar patrones secuenciales diferenciales. Los resultados indican patrones de interaccion diferentes segun la composicion de la diada: en las diadas asimetricas, la posibilidad de establecer secuencias de co-construccion de conocimiento depende principalmente de la intervencion inicial emitida por el sujeto mas competente; en cambio, en las diadas simetricas se constataron niveles altos de alternancia de la participacion por ambos companeros durante la secuencia de interaccion. Se ratifica la hipotesis de la influencia de la composicion sociocognitiva de la diada sobre la interaccion, pero con aporte de considerar a esta desde una perspectiva secuencial y diacronica. Palabras clave. Interaccion Sociocognitva, Desarrollo Cognitivo, Aprendizaje Colaborativo, Colaboracion entre Pares, Resolucion de Problemas, Analisis Secuencial. Abstract. This study aims at analyzing the socio-cognitive interaction during the collaborative resolution of logical problems, from a sequential perspective. It is focused on dyads of fifth and sixth graders, with asymmetric and symmetric socio-cognitive compositions. The design was a quasi-experimental case study with two phases: the first was an individual resolution of logical items to evaluate the initial specific competence level of each subject. Then, it was made up asymmetrical dyads (a high-competence partner with a pair of low competence) and symmetrical (both low-competence partners), which solved the task collaboratively. The socio-cognitive interaction was codified by a system of adapted categories. A sequential analysis of the interaction was performed (analysis of probabilities of transition between codes or events). This was done in relation to each condition (asymmetric and symmetric), to detect differential sequential patterns. The results indicate different interaction patterns depending on the composition of the dyad: asymmetric dyads showed that the possibility of establishing co-construction knowledge sequences depends mainly on the initial intervention issued by the most competent subject; symmetric dyads showed high levels of alternation referred to participation issued by both partners during the interaction sequence. The hypothesis that the influence of the socio-cognitive composition of the dyad on the interaction is ratified, but it is considered from a sequential diachronic perspective. Keywords. Socio-cognitive Interaction, Cognitive Development, Collaborative Learning, Peer Collaboration, Problem Solving, Sequential Analysis.