In face-to-face interactions, some social signals are aimed at regulating scaffolding processes, by which more knowledgeable people try to help less knowledgeable ones, to enable them to learn new concepts or skills (Vygotsky 1978). Observing face-to-face scaffolding interactions might not only allow us to grasp a large variety of these highly interesting social signals but may also be useful for the sake of scaffolding processes themselves. It often happens, in fact, that the empowering intentions implicit in these processes end up falling short, if the social signals regulating this specific kind of face-to-face inter- action are misunderstood. Interestingly, many of these misunderstood aspects are related to the recipient’s role. Indeed, attention is usually focused on the behavior of those imparting the knowledge, while skills already mas- tered by the learners, as well as their feedback, tend not to be taken as much into account. For the purpose of exploring the often very subtly nuanced social signals regulating on-going scaffolding processes in real-life interactions, an example of a methodological tool is pre- sented: one already used to observe the interactions of dyads of Italian primary school teachers and their pupils, and mothers and their children. The article leads to two main conclusions: that the results of instances of scaf- folding may be predicted as to their success or otherwise simply by telescoping crucial social signals during the scaffolding’s initial phases, and that when helpers disregard these signals the effects of their actions may be detrimental or even humiliating for the receivers, not- withstanding the helper’s intentions.

In face-to-face interactions, some social signals are aimed at regulating scaffolding processes, by which more knowledgeable people try to help less knowledgeable ones, to enable them to learn new concepts or skills (Vygotsky 1978). Observing face-to-face scaffolding interactions might not only allow us to grasp a large variety of these highly interesting social signals but may also be useful for the sake of scaffolding processes themselves. It often happens, in fact, that the empowering intentions implicit in these processes end up falling short, if the social signals regulating this specific kind of face-to-face inter- action are misunderstood. Interestingly, many of these misunderstood aspects are related to the recipient’s role. Indeed, attention is usually focused on the behavior of those imparting the knowledge, while skills already mas- tered by the learners, as well as their feedback, tend not to be taken as much into account. For the purpose of exploring the often very subtly nuanced social signals regulating on-going scaffolding processes in real-life interactions, an example of a methodological tool is pre- sented: one already used to observe the interactions of dyads of Italian primary school teachers and their pupils, and mothers and their children. The article leads to two main conclusions: that the results of instances of scaf- folding may be predicted as to their success or otherwise simply by telescoping crucial social signals during the scaffolding’s initial phases, and that when helpers disregard these signals the effects of their actions may be detrimental or even humiliating for the receivers, not- withstanding the helper’s intentions.

Observing social signals in scaffolding interactions: how to detect when a helping intention risks falling short / Leone, Giovanna. - In: COGNITIVE PROCESSING. - ISSN 1612-4782. - STAMPA. - 2:13(2012), pp. 477-485. [10.1007/s10339-011-0422-z]

Observing social signals in scaffolding interactions: how to detect when a helping intention risks falling short

LEONE, GIOVANNA
2012

Abstract

In face-to-face interactions, some social signals are aimed at regulating scaffolding processes, by which more knowledgeable people try to help less knowledgeable ones, to enable them to learn new concepts or skills (Vygotsky 1978). Observing face-to-face scaffolding interactions might not only allow us to grasp a large variety of these highly interesting social signals but may also be useful for the sake of scaffolding processes themselves. It often happens, in fact, that the empowering intentions implicit in these processes end up falling short, if the social signals regulating this specific kind of face-to-face inter- action are misunderstood. Interestingly, many of these misunderstood aspects are related to the recipient’s role. Indeed, attention is usually focused on the behavior of those imparting the knowledge, while skills already mas- tered by the learners, as well as their feedback, tend not to be taken as much into account. For the purpose of exploring the often very subtly nuanced social signals regulating on-going scaffolding processes in real-life interactions, an example of a methodological tool is pre- sented: one already used to observe the interactions of dyads of Italian primary school teachers and their pupils, and mothers and their children. The article leads to two main conclusions: that the results of instances of scaf- folding may be predicted as to their success or otherwise simply by telescoping crucial social signals during the scaffolding’s initial phases, and that when helpers disregard these signals the effects of their actions may be detrimental or even humiliating for the receivers, not- withstanding the helper’s intentions.
2012
In face-to-face interactions, some social signals are aimed at regulating scaffolding processes, by which more knowledgeable people try to help less knowledgeable ones, to enable them to learn new concepts or skills (Vygotsky 1978). Observing face-to-face scaffolding interactions might not only allow us to grasp a large variety of these highly interesting social signals but may also be useful for the sake of scaffolding processes themselves. It often happens, in fact, that the empowering intentions implicit in these processes end up falling short, if the social signals regulating this specific kind of face-to-face inter- action are misunderstood. Interestingly, many of these misunderstood aspects are related to the recipient’s role. Indeed, attention is usually focused on the behavior of those imparting the knowledge, while skills already mas- tered by the learners, as well as their feedback, tend not to be taken as much into account. For the purpose of exploring the often very subtly nuanced social signals regulating on-going scaffolding processes in real-life interactions, an example of a methodological tool is pre- sented: one already used to observe the interactions of dyads of Italian primary school teachers and their pupils, and mothers and their children. The article leads to two main conclusions: that the results of instances of scaf- folding may be predicted as to their success or otherwise simply by telescoping crucial social signals during the scaffolding’s initial phases, and that when helpers disregard these signals the effects of their actions may be detrimental or even humiliating for the receivers, not- withstanding the helper’s intentions.
01 Pubblicazione su rivista::01a Articolo in rivista
Observing social signals in scaffolding interactions: how to detect when a helping intention risks falling short / Leone, Giovanna. - In: COGNITIVE PROCESSING. - ISSN 1612-4782. - STAMPA. - 2:13(2012), pp. 477-485. [10.1007/s10339-011-0422-z]
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/483225
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? 1
  • Scopus 14
  • ???jsp.display-item.citation.isi??? 9
social impact