Literaturnachweis - Detailanzeige
| Autor/in | Azmitia, Margarita |
|---|---|
| Titel | Expertise as a Moderator of Social Influence on Children's Cognition. |
| Quelle | (1987), (11 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Cooperation; Learning Processes; Peer Influence; Performance Factors; Preschool Children; Preschool Education; Pretests Posttests; Problem Solving; Self Concept |
| Abstract | Research addressed two questions: (1) Does collaborative problem solving lead to greater learning among children than independent work? and (2) Does children's expertise and that of their partner influence learning? To address these questions, the performance of 5-year-old novice and expert singletons copying a Lego model was compared to that of dyads formed by two novices, two experts, or a novice and an expert. A total of 80 children were administered pre- and post-tests and observed in the building task. Findings indicated that children's perception of their skill level relative to their perception of their partner's skill level appeared to influence their tendency to attempt to control the problem solving process and to negotiate a more equitable distribution of labor, if their partner was dominant. Novices learned more from working with an expert partner than from working individually or with a partner of similar skill. Although novice dyads performed better than singletons during the interactive sessions, improvement did not generalize to scores on a posttest which was administered individually. Expert singletons performed as well as expert dyads, suggesting that once a certain level of task proficiency is attained, collaborative problem solving may not be more conducive to learning than individual work. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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