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In line with socioconstructivist works analysing the impact of social interactions on cognitive development, the present study discusses how to capture, describe, and analyse the emergent co-production of new ideas or creative cognitive solutions. After introducing the methodologies that are currently used in this field, we recall the relevance of pragmatic analyses of conversations. We then identify several possible methodologies for probing and finely analysing the emergence of children's new thinking, by cross-referencing third-person (i.e., from the researcher's point of view) and first-person (i.e., from the children's point of view, following an explicitation interview) analyses.

This theoretical paper discusses some conceptual and methodological obstacles that one encounters when analyzing the contextual determination of thinking in psychology. First, we comment upon the various representations of the 'cognitive' individual that have been formed over the years – from the epistemic subject to the psychological subject, and finally, to the psychosocial actor. Second, we recall the main criticisms of 'methodological solipsism' found in cognitive psychology research, and we discuss heuristic methods for analyzing the contextual determination of thinking in psychological studies. Finally, we propose an analysis of some data using the approach based on interlocutory logic as a way to formalize reasoning moves and their transformations in the unfolding interaction.