Article Dans Une Revue European Journal of Psychology of Education Année : 1993

The social context of human learning: Some prospects for the study of socio-cognitive regulations

Résumé

Numerous studies conducted by social, cognitive, and educational psychologists suggest that learning, cognitive functioning and development, and education are fundamentally embedded in a complex social matrix. Recent studies have demonstrated the influence on cognitive performances of several basic social variables, including evaluative pressure, group membership, situations of personal or categorical social comparison, and the academic value of the task. These findings clearly point out the necessity of considering the autobiographical dimension of the individual to explain this influence, an idea which is clearly consistent with other results obtained in studies on scholastic self-schemas. The present paper shows that the influence of the social context of cognition cannot be explained unless it is viewed from a sociocognitive perspective which considers the autobiographical memory of the individual.

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hal-05180584 , version 1 (23-07-2025)

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Jean-Marc Monteil, Pascal Huguet. The social context of human learning: Some prospects for the study of socio-cognitive regulations. European Journal of Psychology of Education, 1993, 8 (4), pp.423-435. ⟨10.1007/BF03172698⟩. ⟨hal-05180584⟩

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