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Socio-cognitive analysis of Socratic dialogue
Pihlgren, Ann S1, Billings, Laura2.
Our work involves close analysis of Socratic dialogue in Sokratiska and Paideia Seminars (Billings and
Fitzgerald, 2002; Pihlgren, 2008), grounded in socio-cognitive theory. Similar to Socratic dialogue, The
Sokratiska and Paideia Seminars are defined as “a collaborative, intellectual dialogue about ideas and values, based on a text, facilitated by open-ended questions, resulting in enhanced conceptual understanding” (Roberts and Billings, 2008). By examining both quantitative and qualitative aspects of thinking in dialogue, we have found important socio-cognitive patterns. In developing systems for analysis we have identified the following important features:
• Ratio of teacher to student talk (turns and time)
• Content of talk (textual ideas, personal connections)
• Use of gestures and various means of non-verbal communication
• Levels of cognition (recall to synthesis)
In addition, we have found a curious interpersonal cognitive processing which frequently occurs in seminar dialogue, prompting new individual and collective thinking. This, we believe, poses an important challenge to existing theory on thinking.
Affiliation:
- Stockholm University, Sweden
- University of North Carolina, United States
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Indexation |
Indexed by |
MyJurnal (2019) |
H-Index
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0 |
Immediacy Index
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0.000 |
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0 |
Indexed by |
Scopus (SCImago Journal Rankings 2016) |
Impact Factor
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Rank |
Q2 (Arts and Humanities (miscellaneous)) Q2 (Business, Management and Accounting (miscellaneous)) Q2 (Economics, Econometrics and Finance (miscellaneous)) Q2 (Social Sciences (miscellaneous)) |
Additional Information |
0.333 (SJR) |
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