The Cognitive Consequences of Collaborative Problem Solving with and without Feedback
The goal of this research was to assess the impact of feedback, partner, and shared understanding in the course of problem solving. A sample of 180 6- to 9-year-olds was pretested to discover the children's "rule" for predicting the movement of a mathematical balance beam. For the tre...
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| Veröffentlicht in: | Child development 1996-12, Vol.67 (6), p.2892-2909 |
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| creator | Jonathan R. H. Tudge Winterhoff, Paul A. Hogan, Diane M. |
| description | The goal of this research was to assess the impact of feedback, partner, and shared understanding in the course of problem solving. A sample of 180 6- to 9-year-olds was pretested to discover the children's "rule" for predicting the movement of a mathematical balance beam. For the treatment they either worked alone or with a partner who was equally, less, or more competent, with two-thirds receiving feedback from the materials. They subsequently participated in 2 individual posttests. The results revealed that children receiving feedback improved significantly more than those who did not, but that the presence of a partner was only beneficial when children received no feedback. Irrespective of feedback, those children whose partner exhibited higher-level reasoning were far more likely to benefit from collaboration than those whose partner did not, provided that the pair achieved shared understanding. |
| doi_str_mv | 10.2307/1131758 |
| format | Article |
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H. Tudge ; Winterhoff, Paul A. ; Hogan, Diane M.</creator><creatorcontrib>Jonathan R. H. Tudge ; Winterhoff, Paul A. ; Hogan, Diane M.</creatorcontrib><description>The goal of this research was to assess the impact of feedback, partner, and shared understanding in the course of problem solving. A sample of 180 6- to 9-year-olds was pretested to discover the children's "rule" for predicting the movement of a mathematical balance beam. For the treatment they either worked alone or with a partner who was equally, less, or more competent, with two-thirds receiving feedback from the materials. They subsequently participated in 2 individual posttests. The results revealed that children receiving feedback improved significantly more than those who did not, but that the presence of a partner was only beneficial when children received no feedback. Irrespective of feedback, those children whose partner exhibited higher-level reasoning were far more likely to benefit from collaboration than those whose partner did not, provided that the pair achieved shared understanding.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.2307/1131758</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Malden, MA: University of Chicago Press</publisher><subject>Adopted children ; Balance beam ; Biological and medical sciences ; Child ; Child development ; Child growth ; Child psychology ; Children ; Children & youth ; Cognition ; Cognitive Ability ; Cognitive development ; Collaboration ; Comparison ; Cooperation ; Developmental psychology ; Feedback ; Fundamental and applied biological sciences. Psychology ; Peer collaboration ; Peer Influence ; Peer Relationship ; Prediction ; Problem Solving ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reasoning ; Social interaction ; Young children</subject><ispartof>Child development, 1996-12, Vol.67 (6), p.2892-2909</ispartof><rights>Copyright 1996 The Society for Research in Child Development, Inc.</rights><rights>1997 INIST-CNRS</rights><rights>Copyright Blackwell Publishers Inc. 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Tudge</creatorcontrib><creatorcontrib>Winterhoff, Paul A.</creatorcontrib><creatorcontrib>Hogan, Diane M.</creatorcontrib><title>The Cognitive Consequences of Collaborative Problem Solving with and without Feedback</title><title>Child development</title><description>The goal of this research was to assess the impact of feedback, partner, and shared understanding in the course of problem solving. A sample of 180 6- to 9-year-olds was pretested to discover the children's "rule" for predicting the movement of a mathematical balance beam. For the treatment they either worked alone or with a partner who was equally, less, or more competent, with two-thirds receiving feedback from the materials. They subsequently participated in 2 individual posttests. The results revealed that children receiving feedback improved significantly more than those who did not, but that the presence of a partner was only beneficial when children received no feedback. Irrespective of feedback, those children whose partner exhibited higher-level reasoning were far more likely to benefit from collaboration than those whose partner did not, provided that the pair achieved shared understanding.</description><subject>Adopted children</subject><subject>Balance beam</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child growth</subject><subject>Child psychology</subject><subject>Children</subject><subject>Children & youth</subject><subject>Cognition</subject><subject>Cognitive Ability</subject><subject>Cognitive development</subject><subject>Collaboration</subject><subject>Comparison</subject><subject>Cooperation</subject><subject>Developmental psychology</subject><subject>Feedback</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Peer collaboration</subject><subject>Peer Influence</subject><subject>Peer Relationship</subject><subject>Prediction</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reasoning</subject><subject>Social interaction</subject><subject>Young children</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1996</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kU9rFEEQxRtRcE3EL-BhUImn0arunv5zDEsSEwIKJuehp6c6mXV2OnbPRvz29maXCIGcqh7149WDx9g7hC9cgP6KKFA35gVboFS6NorLl2wBALYWlsNr9ibnVZFcWbFg11e3VC3jzTTMw_12mzL93tDkKVcxFD2OrovJPVx_pNiNtK5-xvF-mG6qP8N8W7mpf1jiZq5OifrO-V-H7FVwY6a3-3nArk9Prpbf6svvZ-fL48vai0bMNXEg1ffOCpAKZd8LB7LrQmgCgSYeVI8egdDqYDptpOGNRIdOIieDRhywo53vXYoldZ7b9ZA9lcwTxU1uG22w0QgF_PAEXMVNmkq2Fq1RxQtsgT4-CykhEazRvFCfd5RPMedEob1Lw9qlvy1Cu22g3TdQyE97P5e9G0Nykx_yI84V8Aa22d7vMEqDf7yeXDRSWiv-u6zyHNOzz_4BGzSXJA</recordid><startdate>19961201</startdate><enddate>19961201</enddate><creator>Jonathan R. H. 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H. Tudge</au><au>Winterhoff, Paul A.</au><au>Hogan, Diane M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ544993</ericid><atitle>The Cognitive Consequences of Collaborative Problem Solving with and without Feedback</atitle><jtitle>Child development</jtitle><date>1996-12-01</date><risdate>1996</risdate><volume>67</volume><issue>6</issue><spage>2892</spage><epage>2909</epage><pages>2892-2909</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>The goal of this research was to assess the impact of feedback, partner, and shared understanding in the course of problem solving. A sample of 180 6- to 9-year-olds was pretested to discover the children's "rule" for predicting the movement of a mathematical balance beam. For the treatment they either worked alone or with a partner who was equally, less, or more competent, with two-thirds receiving feedback from the materials. They subsequently participated in 2 individual posttests. The results revealed that children receiving feedback improved significantly more than those who did not, but that the presence of a partner was only beneficial when children received no feedback. Irrespective of feedback, those children whose partner exhibited higher-level reasoning were far more likely to benefit from collaboration than those whose partner did not, provided that the pair achieved shared understanding.</abstract><cop>Malden, MA</cop><pub>University of Chicago Press</pub><doi>10.2307/1131758</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Child development, 1996-12, Vol.67 (6), p.2892-2909 |
| issn | 0009-3920 1467-8624 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; EBSCOhost Education Source; Periodicals Index Online |
| subjects | Adopted children Balance beam Biological and medical sciences Child Child development Child growth Child psychology Children Children & youth Cognition Cognitive Ability Cognitive development Collaboration Comparison Cooperation Developmental psychology Feedback Fundamental and applied biological sciences. Psychology Peer collaboration Peer Influence Peer Relationship Prediction Problem Solving Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reasoning Social interaction Young children |
| title | The Cognitive Consequences of Collaborative Problem Solving with and without Feedback |
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