你的鞋还是我的?审视社会互动中的视角转换

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Shai Goldfarb Cohen, Amit Zveik Lavi, Ofri Wagner-Lebel, Gideon Dishon
{"title":"你的鞋还是我的?审视社会互动中的视角转换","authors":"Shai Goldfarb Cohen,&nbsp;Amit Zveik Lavi,&nbsp;Ofri Wagner-Lebel,&nbsp;Gideon Dishon","doi":"10.1016/j.lcsi.2023.100755","DOIUrl":null,"url":null,"abstract":"<div><p>Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of <em>social anchoring and adjustment</em> in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100755"},"PeriodicalIF":2.0000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Your shoes or mine? Examining perspective taking in social interaction\",\"authors\":\"Shai Goldfarb Cohen,&nbsp;Amit Zveik Lavi,&nbsp;Ofri Wagner-Lebel,&nbsp;Gideon Dishon\",\"doi\":\"10.1016/j.lcsi.2023.100755\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of <em>social anchoring and adjustment</em> in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.</p></div>\",\"PeriodicalId\":46850,\"journal\":{\"name\":\"Learning Culture and Social Interaction\",\"volume\":\"42 \",\"pages\":\"Article 100755\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Culture and Social Interaction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2210656123000715\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Culture and Social Interaction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2210656123000715","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

社会视角(SPT)是在特定情况下考虑他人想法、感受、意图和动机的能力。我们的目标是通过关注其动态和社会性质来深入了解SPT。通过对一个八年级人文课堂的小组对话进行定性分析,我们探讨了小组对话行为水平与对话动作之间的相互作用。我们的研究结果表明,小组对话中的SPT是一种复杂的实践,在这种实践中,学生参与不同的观点,并评估他们的观点与他人的观点相比有何不同(或没有不同)。具体来说,更高水平的SPT行为源于解释自己的观点,并邀请同伴设身处地地为别人着想。因此,我们提出了一个新的理论概念,即观点是如何在社会互动中发生的,将其描述为一个社会锚定和调整的过程,在这个过程中,对话者通过建立他人的观点和挑战他们来发展和调整他们的观点。关键的是,这个过程是通过第一、第二和第三人称视角之间的转换而发生的,其中包括虚构人物和他们的现实同伴的视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Your shoes or mine? Examining perspective taking in social interaction

Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of social anchoring and adjustment in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信