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Rev. de Psicol. Gral y Aplic., , 57

El trabajo cognitivo en equipo en forma presencial y mediada tipo chat en grupos de cuatro sujetos

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Rev. de Psicol. Gral y Aplic., � � � �

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Problemas Conocimientos

Presencial Mediada Presencial Mediada

Puntaje total 36 31 28 23,5 Media 3 2,58 2,33 1,96

Desvío estándar 0,85 0,79 0,65 0,54

Problemas Conocimientos

M D M D

Mod.presencial 17,58 5,47 16 6,24 Mod. mediada 33,25 8,18 26,83 9,56

Test "t" Test Wilcoxon

p<0,01 p=0,002

p=0,004 p=0,006

Nestor Roselli, Mariano Bruno y Lisandro Evangelista104� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �b) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � !" # $ % # & '

Cantidad de intervenciones en ambos tipos de tareas, dividido por el respectivo

tiempo total de ejecución, en ambas modalidades

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �( � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� ! ( � � � � � � � � � � � � � � � � � � � � � � � � � � � �" # $ % # ) ' Número de palabras dividido por el número de intervenciones, en ambos tipos de

tareas, en ambas modalidades

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � * � � � � � � � � � � � � � �� � � � � � � � ( � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ( � � � � � � � � � � � � � � * � � � � � � � � � � � �� � � � � � � � � � � � + � � � � � � � � � � � � � � � �d) , � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

categoriales" # $ % # - ' Cantidad de intervenciones categoriales organizativas en ambos tipos de tareas,

dividido por el respectivo total de intervenciones categoriales, en ambas modalidades

Problemas Conocimientos

M D M D

Mod.presencial 21,02 7,21 21,80 7,79 Mod. mediada 7,69 3,42 8,58 2,74

Test "t" Test Wilcoxon

p<0,01 p=0,002

p<0,01 p=0,002

Problemas Conocimientos

M D M D

Mod.presencial 6,13 1,36 6,29 1,52 Mod. mediada 3,99 0,72 4,24 0,86

Test "t" Test Wilcoxon

p=0,001 p=0,003

p=0,002 p=0,010

Problemas Conocimientos

M D M D

Mod.presencial 0,35 0,10 0,45 0,07 Mod. mediada 0,37 0,11 0,47 0,13

Test "t" Test Wilcoxon

No sign. No sign.

No sign. No sign.

El trabajo cognitivo en equipo en forma presencial... 105� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �ambas modalidades en lo que se refiere al peso relativo de las intervenciones organizativas. En� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �intervenciones cognitivas específicas. Esto habla de la necesidad que tiene el grupo cooperativo

de atender los aspectos de coordinación y organización interpersonales.

e) Proporción de intervenciones categoriales cognitivas específicas en relación al total de

intervenciones categoriales� � ! � " # Cantidad de intervenciones categoriales cognitivas específicas en ambos tipos de

tareas, dividido por el respectivo total de intervenciones categoriales, en ambas modalidades

Los valores hablan de una mayor proporción de trabajo sociocognitivo en la modalidad presen-� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ � � � � � % � � � � � � � � � � � � � � � � � � � �� & � � � � � � � � � � � ' � ( � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � menor. Por otra parte la interacción sociocognitiva no excluye el trabajo intelectual individual o� � ) � � � � � � � � � � � � � � � � � � � � � � � � � � $ � � � � � � � � � � � � � $ � � � � � � � � � � � � �

f) Proporción de intervenciones categoriales ajenas a la tarea en relación al total de interven-

ciones categoriales� � ! � * # Cantidad de intervenciones categoriales ajenas a la tarea en ambos tipos de tareas,

dividido por el respectiva total de intervenciones categoriales, en ambas modalidades

Las diferencias entre modalidades son bastante notorias respecto a la proporción de interven-

ciones distractivas o ajenas a la tarea. Se alcanza apreciable significatividad estadística tanto en

la resolución de problemas como en la elaboración de conocimientos.% � � � � � � � � � ( � � � � � � � � � � � � � $ � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �en el caso de la modalidad mediada.% � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ( � � � � � � � � � � � � � � + � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ � � � � � � � � � � � � � � � � � � � � � � � �comunicación mediada.

Problemas Conocimientos

M D M D

Mod.presencial 0,35 0,08 0,24 0,06 Mod. mediada 0,27 0,15 0,17 0,09

Test "t" Test Wilcoxon

p=0,04 p=0,06

p=0,05 p=0,034

Problemas Conocimientos

M D M D

Mod.presencial 0,05 0,05 0,16 0,10 Mod. mediada 0,22 0,19 0,30 0,11

Test "t" Test Wilcoxon

p=0,015 p=0,012

p=0,010 p=0,012

Nestor Roselli, Mariano Bruno y Lisandro Evangelista106� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � Cantidad de intervenciones categoriales cognitivas inespecíficas registradas en am-

bos tipos de tareas, dividido por la respectiva cantidad de intervenciones categoriales

cognitivas especificas, en ambas modalidades

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � �caso las diferencias son estadísticamente significativas.

Este tipo de intervenciones son indicadores de una auténtica «escucha» del otro y del nivel

dialógico del desarrollo interactivo." � # � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ � Coeficiente de variación de la cantidad de intervenciones categoriales cognitivas

específicas de los miembros de la tétrada en ambos tipos de tareas, en ambas modalidades

% & ' (: ) * + , - . / + / - 0 1 - 2 - 3 4 5 / 4 + / 6 0 - 7 8 0 4 9 - 2 / 2 4 2 - * 4 2 / 7 : - 5 7 / 6 0 ; 4 * / 0 1 - 5 / , 5 2 - + 4 2 4 1 < 1 5 4 2 4 ; 2 - * , 7 3 4 * , 5 - 7

individuales de participación cognitiva específica. Resulta de dividir el desvío estándar por la respectiva media

aritmética.

La medida de la simetría o mutualidad del intercambio cognitivo específico es importante para

verificar si la forma mediada favorece o no el equilibrio participativo. La igualdad perfecta en la� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � = # � � � � � � � � � � � � � � � � � � > �� � � � � � � � � � � � � � � � � � � � � � � > � � � � � � � > � � � � � � � � � � � � � � � � � � � =Los datos muestran que en la resolución de problemas no hay diferencias significativas entre � � � � � � � � � � � � = ? � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

mediada son sensiblemente superiores.

El cuestionario que los sujetos contestaron individualmente luego de cada sesión experimental

proporciona información complementaria de interés.# � � � � @ A � � B � � � � � � � � � � � � � � C D � � � � � � � � � ! � � � � � � � � � � � � > � � > � � � � � � � � � � � � � B �� � � � � � � � � � � � � � � � � A � � � � � � � � � � � � � E E F � � � � � � � � � � � � G =H � � I � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � J F " � � � � � � > � � � � � � � > � � � � > � � � � G � F � �� � � � � � � B � � � � � � G � F � � � > � � > � � � � K � � � � � � � " � � � � � G � F " � � � � � � � � > � � > � � � � K � � � � �

Problemas Conocimientos

M D M D

Mod.presencial 0,71 0,29 0,67 0,26 Mod. mediada 0,65 0,54 0,41 0,29

Test "t" Test Wilcoxon

No sign. No sign.

p=0,020 p=0,034

Problemas Conocimientos

M D M D

Mod.presencial 0,56 0,26 0,51 0,17 Mod. mediada 0,51 0,19 0,72 0,22

Test "t" Test Wilcoxon

No sign. No sign.

p=0,029 p=0,034

El trabajo cognitivo en equipo en forma presencial... 107� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �distraemos menos».� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

Otro dato interesante tiene que ver con el grado de práctica en chateo por Internet: 16 tienen bastante� � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � � � " � � # � � � � � � $ � � �es importante porque siempre queda la duda de si las características encontradas son intrínsecas� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

No se encontraron diferencias estadísticamente significativas en cuanto al logro cognitivo de� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � " � � � � � � � � ! � � � � � � � � � � � � � � � � � � � % � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � & � � � �en la ya citada investigación similar (Roselli et al.

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El peso relativo de las intervenciones organizativas fue mayor en la elaboración de conocimien- � � � � � � � � � � � � � � � � � � � � & � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � & � �en la resolución de problemas. Las intervenciones ajenas a la tarea tuvieron más presencia relativa

en la elaboración de conocimientos.7 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � & � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � & � � � � � � � � � � � � � � & � � � � � � � � �Otra variable que debe tenerse en cuenta para futuros estudios es el número de integrantes

del grupo. Prima facie� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

Tanto la composición numérica de los grupos como la naturaleza de las tareas son variables� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � - � � � � � � � � � � � � � � � � � � . �como en el más específico campo del “CSCL”.

El trabajo cognitivo en equipo en forma presencial... 109

A la hora de evaluar los alcances y las limitaciones del presente estudio corresponde recordar� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �en las experiencias educativas en torno a las nuevas tecnologías.

La renuncia a ciertas variables propias de los sujetos puede ser criticada. ¿Se habrían obtenido

los mismos resultados con sujetos que hubiesen tenido un mayor o menor grado de experiencia

previa en el chateo? ¿Las dificultades de coordinación interpersonal en el chat son intrínsecas

al canal de comunicación o simplemente son consecuencia de una falta de dominio instrumental?

¿Puede el entrenamiento cambiar la situación?� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � " � � � � � � � � � � � � � � � � � � � � �� � � � � ! � � # � � � � $ � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � % � � � � � � � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � ! � � � � � � � � � " � � �a la generalización de las conclusiones.

Otra limitación de la investigación es el análisis preponderantemente formal que se hizo de

los resultados. A partir del registro textual de la verbalización y de los mensajes queda abierta

la posibilidad de un análisis que apunte más al proceso de construcción propiamente cognitivo.

Esto supondría pasar de un enfoque estructural del intercambio sociocognitivo a uno procesual

y secuencial.� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �Pero la articulación entre el conocimiento fundante y su aplicación en la pedagogía no es lineal

ni directa. Cada vez más el tema del aprendizaje colaborativo asistido por computadora convoca� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �telemáticas (que es mucho más que el sostén organizativo mínimo provisto por el experimentador� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � " � �más versátiles que el usado en el presente experimento para simplemente posibilitar el intercambio� � � � � � � � � � � � � � � � � � � � � � � � � � � � � & � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �sino admitir la necesaria reducción metodológico-fenomenológica.

La conclusión práctica más relevante de la investigación es que la comunicación sociocognitiva

por chat tiene características peculiares que la diferencian del intercambio presencial. Por lo tanto

su inclusión en formas de educación a distancia reclama de una didáctica específica.

También es importante asegurar un nivel de competencia inicial satisfactorio en el uso de la" � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � � � � �comunicación y colaboración electrónicas en tareas específicamente cognitivas.' � � � � ( � � ) * * + � � , � � � � � � " � � � � � � � � � � � � � � � � � � � � � � � � � � - � � . � � � � � � � � � � � �

Computers and

the Humanities, V. 24� � / ) � 0 � 1 * � 2 3 �4 � � � � 4 � � ) * 5 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � �

Infancia y

Aprendizaje, 27-28, 119-138.4 � � � . � 4 6 � � ) * * 5 � �Ordenadores y Aprendizaje Colaborativo. Madrid: Morata.7 � � � � � 8 � � # 6 � 9 # : � � � � ) * 5 * � � 4 � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � " � � � � � � � � � � � � � � � � �

International Journal of Education Research, 13� * � ) * �7 � � � � � � � � � � # � � ' � . � � � ; � � ' � � � � � < � � � = ; � � � � � � 4 � � ) * * 3 � � & " � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � �

Nestor Roselli, Mariano Bruno y Lisandro Evangelista110� � � � � � � � � � � � � � � � � � � � � � � � � �Learning in Humans and Machines. Towards an

Interdisciplinary Learning Science � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � �Collaborative Learning and the Internet

� " � # $ % � & � � ' � � ( � ) �of Geneve. En: http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html.� � � � � � � � � � � � � � � � � * � + � � � � � � � � % � � � � � ) � ) � � � � � � � � � � � � ) � ( � � � � � � � � � ( ) � � � � ) � � � � � � � ) � � � �European Journal of Psychology of Education

�Vol. VII

� � , - � . ! . � . / � �� � � � ) � � � % � � � 0 0 � � �Influencia de la Interacción Grupal Presencial y Mediada Electrónicamente

en la Toma de Decisión� " � ( � ( � � 1 � � ( ) � 2 � � � ( � � � � � � 2 � � � � � � � � � � 3 � � ) � � � $ � � � � ) � � � � ( � �� � � � � 2 � � & � � ' � � ( � � � � 4 � � � � � � � � � 1 � � � � � � � ) � � � � � � � � � 1 � � � 0 0 0 � � # � � � � � � � � ) � � � 5 � ) � � � � � � � � � * � � � � ( � ) � � � � � � ) � � � ) � � ( � ) � � � � ( ) � � � � ) ( � � �

the value of a communicative approach. Computers y Education 35� � ! � � � 6 � � � � � ( � � � � � 1 � � 7 � � 8 � � � � � ( � " � � � � � 0 � � # 1 # ( � � � � � � � � � � � � � � � � ) � � � �

Knowledge: Creation,

Diffusion, Utilization, 11 � - � � . � � � - 0 � � � � � ( � � � � � 1 � � � � � . � � # � � � � � � � � ) � � � � � � � � � � ( � � � � � & ( � � � � � � � � ) � � � � � * � � � � � � ( � ( � � � � � � � � � � � � � �environment. Interactive Learning Environments, V.3,

� , � � � � � � � . 0 � � � � � � � � � � � � � � � � � 9 � ) � � � � ) � � � � � � � � � � � � � � � # 1 # �Journal of Computer Mediated Communication,

4 � - � � � � ) : � � � � � + � � ( � � � ; � � " � � � * * � 1 � � � � � 6 � � � < � � � � � � � ) ( � � � � � � � � � � � ( � � � � � 8 � � � � # � � � � � � � � ) � � �process and outcome in face-to-face versus computarized conferences. Human Comunication

Research, 13 � � � � � � ! � � ! � �+ � � � ( � � � � 0 0 � � �The problem of context in computer mediated communication. Paper presented� ) ) � = � � � � � ) � 5 � & � � ' � � ( � ) � � � � � ) � � � � � � � � � � � � � � ( � � � � � � � � � ( ) � � ( � 7 � ( � � � ) � � � � # �; � � ( � � � � � � = � � � � 8 � � ( � = � � + � ( � � � ( � + � � � � � > * � � � � 0 0 � � � # � � � � ) � � ( � � � � � ) � � � � � � � � � � � ) � ' � � � � � � � � �� � ( ( � � � � ' � � 5 � �

Teaching and Teacher Education, 17� � � . � � � � �; � � ( � � � � � � � � � � � � � � + � � 1 � = � � � � � " � � � � � - � � � � � � � � � ( � � � � � � � � � � � ( � � � ) ( � * � � � � � ) � � � � � � � ) � �

comununication. American Psychologist, 39 � � 0 � � � � � . � � � . - �; � � ( � � � � � � � � � � � � � � � � � � � � � � � � = � � � � � � � � ( � � � � � 8 � � � � � � � � � � � � � � � ) � � � ) � � � � � � � � �Behavior

and Human Decision Process, 52� � 6 � � � . �; � � ( � � � � � � � � 0 0 � � � & ( � � � � � ) � � � � ) � � � � � � ) � � � � � � � ' � � � � � � � ) ( * � � � � � � � � � � � ) � ' � ) � � � � � � ? � � � � � � � � �

Research Dialogue in Learning and Instruction, 2� � � � �; � ( � � � � � � " � � � � � � � � � � � 6 � �

CSCL: Theory and Practice of an Emerging Paradigm� 1 � 5 � � 4 + � �

Lawrence Erlbaum Associates.� � � � � � ) � + � � � 0 0 � � � 7 � � ) ) � � � � ) � � � � ) � � � � % 8 � � � � � � � � � � ) � � � � � � � � � � � � � � � � �Journal of Computer

Mediated Communication�Vol. 7 � - � � � � � ) ) � � ? ? 5 5 5 � � ( � � ( � � � � � ? > � � � ? ' � � / ? � ( ( � � - ? � � � � � � ) � ) � � �1 � � � � � @ � � � � � 1 � � $ � � � A � � � : B � � � � � � � � � � � � � � � � � � : � > � � � ) � � � � � � � � ( � � � � ( ) � � � � � � � � � � ( ) � C �� � � ( ) � � � ( & � � � � ( � � � � � $ � � � A � � � : � 1 � 1 � � � � � � � � ( � � �

La Interacción Social en Contextos

Educativos� � � � � � � � � � . ! � � � � 1 � � � � � � � � � � � D D 9 �1 � � � � � $ � � � 0 0 � � � % ( � � � ) � ( � ( � � � ( � � � � � � ( � � � � � � � � � � � � � � C � � � � � � ( � � � � � � � � � ( � � � ( � � � � � ( � �

Internet. Anuario de Psicología�

Vol. 32, � , � � � . � . 0 �1 � � � � � ; � � # � � � � � ( � 1 � � � � � / � � � � ' � � � � � � � ) � * � � � � � � � � � ) � � � � � � ' � � ) � � � ( � � � � ( ) � � � ) � � � � �

electronic chats. Journal of Distance Education, V. 12� � , � � � � � / / � � 0 0 �E F 1 � � � � � � # � � � � � � � � � � ( � � � � � � � � � � � ) � � ( � ( ) � � ( ) � ( � � � � � ) � � � � � � � � � � � � �

European Journal of

Psychology of Education, Vol. VII� � , - � . . � � . ! � �E � � � � � � G � � @ � � � � : � � % � � % � � � � # � � � � � ) � � $ � � � � � C � + � 1 � � � � � 6 � � % � A � � ( � ( � � � � � � ) � � � � � � C � � � � � � �

a través de medidas de observación en comunicación mediada. Revista de Psicología Social,

11 � � � � ! � � � 6 � � � � � C � + � 1 � � � � � ) � � 1 � � @ � � � � : � � % � 1 � � � � � . � � 4 � � ' � ( ) � � � � � � � 2 � ( ) � � � � A ) � � � ( � ) � � � � > � � � � � � � �Una perspectiva psicosocial. Psicothema, Vol 5

� � � / � . 0 ! � � * � � � � � 1 � � � � � � � � + � � � 0 0 � � � � � � � ( � � � � � C � � � � � � � � � � � ( � � ) � � � � � � � � ( � � � � � � � � � � � � � � �

El trabajo cognitivo en equipo en forma presencial... 111

mediación del ordenador en los procesos de interacción y en el aprendizaje. Infancia y

Aprendizaje, Vol. 25 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � �conceptos científicos. Enseñanza de las Ciencias, 18 � � � � � � � � � " # � � � � � � � � � � � � � � � � � � $ � � � % � � � � � � � � � � � � � � � � � � & � ' � � � � $ � � � � � � � � � � � � ( � � � � � � � � � � � ' � �� � � � � � � � � � ! � � � � ' � � � � ( ) � � * + � � � � , - � � � � � � � � � � � � � � Anuario de Pedagogía, 2 � . � � � . . / �

Rodríguez � � � � � � � 0 � � � � � 1 � � 2 � � � � � � � ! � � � � ' � � � � ( � � � � � � � � ( � � � � � � � � � Anuario de Psicología,

Vol. 32, � 3 � � 4 . � " � � � * * � � � � 1 � � . � � Aprendices del Pensamiento. El desarrollo Cognitivo en el Contexto Social.

Barcelona: Paidós. � � � � � � 5 � � 1 � � � � � La Construcción Sociocognitiva Entre Iguales. Fundamentos Psicológicos del

Aprendizaje Cooperativo. Rosario: IRICE. � � � � � � 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ( � � � � � � � � � � � � � � � � 6 � � � � � � � � � � � � � � � � � �� � � � ! � � � � ) 0 � $ � 7 � � � � � � 8 � 9 % � � � 2 � : � � ' � � � � 8 � 2 � ; � � � � � � � )Psicología Social. Buenos Aires:9 � � � � � � � < � � � � � � � 1 / � � # 4 " � # / 1 � � � � � � � 5 � � � � � � � 7 � � � ( � � � � � � � � � � � � � � � � � � � � � . El Chateo y la Interacción Social Directa

en el Aprendizaje Cooperativo de Díadas. � � � � � � 5 � � = � , � � � � � � � � < � � > � � � 7 � � 1 � � � � � 7 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ( � � � � �� � � � � � � � ! � � � � � � � , � � � � � � � � � � ! � � � � ) 9 � $ � � � % � � � � � 7 � 7 � � � � � � � � � � � La Interacción

Social en Contextos Educativos � � � � # � � 1 . " � 1 4 � � 7 � � � � � ) & � � � ? ? � �& � > � � � � � � � 8 � � 8 � � � � 7 � � � � � � � � � � � � � � 0 � � 2 , � � � � 5 � � � � � � � � 7 � @ A � � � � $ � � $ � � � , � � �� � � 1 � � � � 2 � � � � � Conversations that lead to learning in a computer age: tracking how individuals

make sense of socially shared classroom conversations. Paper presented at the annual meeting * � > � 2 , � � � � � � � � � � � � � � � � � � � � � � > 2 � � � � � � � � � 7 � � � � � � � B @ �& � � * � � @ � � 7 � � � � � 9 � � 1 � � 1 � � � � � � � � � � � � � , � * � � � � � � � � � * � � � � � � � � Written Communication, V.8,� 3 � � 1 4 . � 1 � � �& > � � � 0 � � C � � � � � , � � � � @ > � � � � � � � � � � 1 � " 4 � � The Social Psychology of telecommunications. Londres:

John Wiley y Sons.& , � � � � D � � 7 � � @ � � , � � � 7 � � < � � � , ' � @ � � 1 � � � � � � > � � � * � � � � � � * � � � D � � � � � � � � � � � � � � � �and extraversion on uninhibited speech in computer- mediated communication. Computers in

Human Behavior, 6 � � 4 1 � � " � �E � ( � � � 0 � � � � � 1 � � Análisis de Redes Sociales en Comunicación Mediada por Computadora y Cara

a Cara en Toma de Decisión Colaborativa � � � � � � � � 7 � � � � � � � � 9 � � � � � � & � � � � � � � - � � � � � �Universidad Nacional de Mar del Plata.C � ' ' � 5 � � 1 � / # � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � + � � F � � Infancia y

Aprendizaje, 27-28 � 1 � � � 1 / . �G � � � � � 2 � � H � � � � � E � � & � � � � ( � � 7 � � 9 � � � � � 0 � � 9 � � � � � $ � � 1 � � . � � Procesos de status, liderazgo

e influencia en la comunicación mediada. Trabajo presentado en el IV Congreso Nacional de9 � � � � � � & � � � � � & � ( � � � � � � � � � � , ' � � �