Vygotski señala el importante papel del grupo de iguales en el aprendizaje. Una forma de interacción en el aula es la de tutorías entre compañeros, otra es la colaboración entre iguales. Para Perret-Clermont esta interacción entre iguales aumenta el desarrollo del razonamiento a través de un proceso de reorganización cognitiva inducida por el conflicto sociocognitivo. Partiendo de esta idea se realiza un estudio longitudinal para analizar las estrategias de resolución de problemas de los sujetos trabajando en colaboración y las de aquellos que lo hacen individualmente. Las diferencias de rendimiento de los sujetos se explican en base a las ideas de Vygotski: su concepto de zona de desarrollo próximo, la función reguladora del lenguaje, y el aprendizaje como interiorización de proceso sociales interactivos.
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