Charis Psaltis – författare

For decades there has been considerable interest in the ways that interactions between children can provide a beneficial context for the study of cognitive and social development. In this book Psaltis and Zapiti use both theoretical and empirical research to build on the perspectives of Piaget, Vygotsky, Moscovici, and others including the legacy of Gerard Duveen, to offer a state of the art account of research on the themes of social interaction and cognitive development.Interaction Communication and Development discusses the significance of social identities for social interaction and cognitive development. The empirical set of studies presented and discussed focus on patterns of communication between children as they work together to solve problems. Communications are examined in detail with a focus on: Socio-cognitive conflict, conversational moves and conversation types The way the different forms of the interactions relate to different sources of asymmetry in the classroom The way social representations and social identities of gender are negotiated in the interactionThis book provides an important account of how children develop through different kinds of social interactions. It will have considerable appeal for researchers in the fields of developmental psychology, socio-cultural psychology, social representations theory and education who wish to gain a deeper understanding of development and its relation to socio-cultural processes.

Social and developmental psychology are often viewed as distinct subdisciplines, each with its own theories and methodologies. However, this book seeks to bridge that divide by proposing an integrative framework that considers various levels of analysis, from the individual to the societal. It emphasizes the interplay of fundamental concepts such as intra- and inter-group conflict and change across these levels. By revisiting and renewing foundational theories of development, the book introduces the concept of 'genetic social psychology.' This approach is applied to the complex case of the Cyprus conflict, as well as other conflict and post-conflict scenarios, uncovering transformative possibilities for both theory and practice. Ultimately, this work advocates for a broader, more cohesive understanding of psychological processes in social contexts, addressing contemporary challenges and enhancing our grasp of human behavior. This title is also available as open access on Cambridge Core.

Social and developmental psychology are often viewed as distinct subdisciplines, each with its own theories and methodologies. However, this book seeks to bridge that divide by proposing an integrative framework that considers various levels of analysis, from the individual to the societal. It emphasizes the interplay of fundamental concepts such as intra- and inter-group conflict and change across these levels. By revisiting and renewing foundational theories of development, the book introduces the concept of 'genetic social psychology.' This approach is applied to the complex case of the Cyprus conflict, as well as other conflict and post-conflict scenarios, uncovering transformative possibilities for both theory and practice. Ultimately, this work advocates for a broader, more cohesive understanding of psychological processes in social contexts, addressing contemporary challenges and enhancing our grasp of human behavior.

For decades there has been considerable interest in the ways that interactions between children can provide a beneficial context for the study of cognitive and social development. In this book Psaltis and Zapiti use both theoretical and empirical research to build on the perspectives of Piaget, Vygotsky, Moscovici, and others including the legacy of Gerard Duveen, to offer a state of the art account of research on the themes of social interaction and cognitive development.

Interaction Communication and Development discusses the significance of social identities for social interaction and cognitive development. The empirical set of studies presented and discussed focus on patterns of communication between children as they work together to solve problems. Communications are examined in detail with a focus on:

Socio-cognitive conflict, conversational moves and conversation types

The way the different forms of the interactions relate to different sources of asymmetry in the classroom

The way social representations and social identities of gender are negotiated in the interaction

This book provides an important account of how children develop through different kinds of social interactions. It will have considerable appeal for researchers in the fields of developmental psychology, socio-cultural psychology, social representations theory and education who wish to gain a deeper understanding of development and its relation to socio-cultural processes.

For decades there has been considerable interest in the ways that interactions between children can provide a beneficial context for the study of cognitive and social development. In this book Psaltis and Zapiti use both theoretical and empirical research to build on the perspectives of Piaget, Vygotsky, Moscovici, and others including the legacy of Gerard Duveen, to offer a state of the art account of research on the themes of social interaction and cognitive development.

Interaction Communication and Development discusses the significance of social identities for social interaction and cognitive development. The empirical set of studies presented and discussed focus on patterns of communication between children as they work together to solve problems. Communications are examined in detail with a focus on:

Socio-cognitive conflict, conversational moves and conversation types

The way the different forms of the interactions relate to different sources of asymmetry in the classroom

The way social representations and social identities of gender are negotiated in the interaction

This book provides an important account of how children develop through different kinds of social interactions. It will have considerable appeal for researchers in the fields of developmental psychology, socio-cultural psychology, social representations theory and education who wish to gain a deeper understanding of development and its relation to socio-cultural processes.

For decades there has been considerable interest in the ways that interactions between children can provide a beneficial context for the study of cognitive and social development. In this book Psaltis and Zapiti use both theoretical and empirical research to build on the perspectives of Piaget, Vygotsky, Moscovici, and others including the legacy of Gerard Duveen, to offer a state of the art account of research on the themes of social interaction and cognitive development.Interaction Communication and Development discusses the significance of social identities for social interaction and cognitive development. The empirical set of studies presented and discussed focus on patterns of communication between children as they work together to solve problems. Communications are examined in detail with a focus on: Socio-cognitive conflict, conversational moves and conversation types The way the different forms of the interactions relate to different sources of asymmetry in the classroom The way social representations and social identities of gender are negotiated in the interactionThis book provides an important account of how children develop through different kinds of social interactions. It will have considerable appeal for researchers in the fields of developmental psychology, socio-cultural psychology, social representations theory and education who wish to gain a deeper understanding of development and its relation to socio-cultural processes.

This book is open access under a CC BY 4.0 license.This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices ofhistory teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.