Social Context and Cognitive Performance
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A01=Jean-Marc Monteil
A01=Pascal Huguet
academic motivation
achievers
attention
Attentional Ability
Author_Jean-Marc Monteil
Author_Pascal Huguet
autobiographical
Autobiographical Dimension
Autobiographical Memory
Autobiographical Memory's Functions
Autobiographical Memory’s Functions
categorisation
Category=JMH
Category=JMR
cognition
cognitive activity
cognitive group processes
cognitive performance
comparison
contextualization
Current Learning Conditions
Dichotic Listening Test
educational psychology research
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
facilitation
Failure Feedback
group dynamics
Incidental Task
Individual Cognitive Constructions
Individual's Cognitive Properties
Individual’s Cognitive Properties
Individuation Condition
insertion
interaction
loafing
low
memory
Minimal Nature
Oldest Fields
Past Academic Experience
peer influence effects
performances
Personal Social Histories
psychology
self-regulation theory
situations
social
Social Comparison
Social Comparison Feedback
Social Comparison Situations
social context
Social Facilitation
social influence on learning outcomes
Social Insertion
Social Loafing
social psychology
Socio Cognitive Conflict
Spatial Transformation Tasks
Success Feedback
Upward Comparison
Product details
- ISBN 9780863777844
- Weight: 430g
- Dimensions: 156 x 234mm
- Publication Date: 17 Jun 1999
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Based on twenty years of research on the social regulation of academic performances, this book offers theoretical and empirical arguments in favour of the inclusion of the social dimension of human beings as essential for their cognitive activities.
We all engage in social interactions, compare ourselves with other people, belong to social groups, and are the object of a myriad of categorisations. Not only do such social experiences affect cognition, but they actually determine its form and its content. Several experiments indeed reveal that cognitive performance depends on the relationship between the individual and the social context in which cognition takes place. And this relationship is not forged directly by features of the situation, but rather by personal construals of these features (most notably social comparison). This fact alone justifies granting the individual's social experiences a psychological status and it further strengthens the key idea of this book, namely that the social context only exists through the intervention of cognitive processes of contextualization (producing a "cognitive context of the self") such as those involved in autobiographical memory. A "social psychology of cognition" is suggested, in which the fashionable distinction between cognition and social cognition makes no sense.
From this innovative perspective it is indeed more the social nature of the individual rather than that of the object to be processed that defines the social nature of cognition. Well-known phenomena such as social facilitation and social loafing as well as established educational practices are also re-examined from this perspective.
Jean-Marc Monteil, Pascal Huguet
