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Zittoun, Tania

Nom
Zittoun, Tania
Affiliation principale
Fonction
Professeure ordinaire
Email
tania.zittoun@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/110
_
0000-0003-3203-2819

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  • Publication
    Métadonnées seulement
    Difficult differences: a socio-cultural analysis of how diversity can enable and inhibit creativity
    (2019-7-24)
    Hawlina, Hana 
    ;
    Gillespie, Alex
    ;
    Zittoun, Tania 
    The relationship between diversity and creativity can be seen as paradoxical. A diversity of perspectives should be advantageous for collaborative creativity, yet its benefits are often offset by adverse social processes. One suggestion for overcoming these negative effects is perspective taking. We compared four dyads with low scores on trait perspective taking with four dyads who were high on trait perspective taking on a brainstorming task followed by reconstructive interviews. Trait‐based perspective taking was strongly associated with greater creativity. However, contrary with expectation, interactional perspective taking behaviors (including questioning, signaling understanding, repairing) were associated with lesser creativity. The dyads that generated the fewest ideas were most likely to get stuck within ideational domains, struggling to understand one‐another, having to elaborate and justify their ideas more. In contrast, the dyads that generated many ideas were more likely to recognize each other's ideas as valuable without extensive justification or negotiation. We suggest that perspective taking is crucially important for mediating diversity in the generation of new ideas not only because it enables understanding the perspective of the other, but because it entails an atmosphere of tolerance, playfulness, and mutual recognition.
  • Publication
    Accès libre
    Difficult differences: A socio-cultural analysis of how diversity can nable and inhibit creativity
    (2017-12-22)
    Hawlina, Hana 
    ;
    Gillespie, Alex
    ;
    Zittoun, Tania 
    The relationship between diversity and creativity can be seen as paradoxical. A diversity of perspectives should be advantageous for collaborative creativity, yet its benefits are often offset by adverse social processes. One suggestion for overcoming these negative effects is perspective taking. We compared four dyads with low scores on trait perspective taking with four dyads who were high on trait perspective taking on a brainstorming task followed by reconstructive interviews. Trait-based perspective taking was strongly associated with greater creativity. However, contrary with expectation, interactional perspective taking behaviors (including questioning, signaling understanding, repairing) were associated with lesser creativity. The dyads that generated the fewest ideas were most likely to get stuck within ideational domains, struggling to understand one-another, having to elaborate and justify their ideas more. In contrast, the dyads that generated many ideas were more likely to recognize each other’s ideas as valuable without extensive justification or negotiation. We suggest that perspective taking is crucially important for mediating diversity in the generation of new ideas not only because it enables understanding the perspective of the other, but because it entails an atmosphere of tolerance, playfulness, and mutual recognition.
  • Publication
    Accès libre
    The metaphor of the triangle in theories of human development
    (2007-5-2)
    Zittoun, Tania 
    ;
    Gillespie, Alex
    ;
    Cornish, Flora
    ;
    Psaltis, Charis
    Developmental psychologists have a long history of using triangle metaphors to conceptualise the social constitution of psychological development. In this paper, we present a genealogy of triadic theories, to clarify their origins, distinctions between them, and to identify key themes for theoretical development. The analysis identifies three core triangle models in the developmental literature. Each theory relies on some combination of the terms subject, object, other and sign, and they can be distinguished by the core psychological dynamic which they entail. We distinguish an emotional triangle rooted in psycho-analysis, a mediational triangle rooted in the work of Vygotsky, and a sociocognitive triangle originating with Piaget. Despite their differences, the analysis reveals a common theme of the transformation from external mediation to internal mediation. Contemporary research and possible future directions are discussed in the light of the theoretical distinctions that our genealogy has revealed.