%0 Journal Article %1 894 %A Golbeck, S. L. %D 1998 %J Journal of Applied Developmental Psychology %K cognitive-conflict, collaboration file-import-09-02-13, individual-differences, knowledge, meta-analysis, piagetian-theory, sex-differences %N (c) 2002 Inst. For Sci. Info %P 571-592+ %T Peer collaboration and children's representation of the horizontal surface of liquid %U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=0193-3973&\#38;date=1998&\#38;volume=19&\#38;issue=4&\#38;spage=571&\#38;atitle=Peer\%20collaboration\%20and\%20children's\%20representation\%20of\%20the\%20horizontal\%20surface\%20of\%20liquid&\#38;aulast=Golbeck&\#38;auinit=SL %V 19 %X The role of peer collaboration in the acquisition of Euclidean spatial knowledge was examined in 10 and 12 year-olds (N=85). Following a pre-test on the Piagetian water-level task, children received supplemental experience observing liquid in tipped containers in one of three conditions; alone, with a peer of comparable ability (Matched Dyad) or with a peer of differing ability (Unmatched Dyad). Individual post testing occurred after the intervention. Based upon a model of cognitive change emphasizing the role of sociocognitive conflict in the disequilibration and reequilibration of thought, children working with peers were expected to show greater change in their understanding of horizontality than children working alone. Results supported the hypothesis that children working with peers would show greater change than children working alone, F(3,84)=355, p=.02. Children in the Matched condition and the less competent partners in the Unmatched condition showed a significant improvement from pre-test to post test. Twelve year olds were more accurate than ten year olds (M's=17.2 vs. 23.3). Males outperformed females, although this difference was not significant. Social interactions within the two peer conditions were coded for transactions reflecting sociocognitive conflict and its resolution. Within the Marched condition significantly more talk occurred than in the Unmatched condition. There was also a significant relationship between the frequency of Organizational comments and cognitive change (r=-.37). Within the Unmatched condition there was a significant relationship between frequency of explanations and change (r= -.58). Disagreements did not relate to change in either dyadic condition. Findings demonstrate the value of peer interacation for supporting spatial thinking in middle childhood. Implications or classroom instruction are considered.

@article{894, abstract = {The role of peer collaboration in the acquisition of Euclidean spatial knowledge was examined in 10 and 12 year-olds (N=85). Following a pre-test on the Piagetian water-level task, children received supplemental experience observing liquid in tipped containers in one of three conditions; alone, with a peer of comparable ability (Matched Dyad) or with a peer of differing ability (Unmatched Dyad). Individual post testing occurred after the intervention. Based upon a model of cognitive change emphasizing the role of sociocognitive conflict in the disequilibration and reequilibration of thought, children working with peers were expected to show greater change in their understanding of horizontality than children working alone. Results supported the hypothesis that children working with peers would show greater change than children working alone, F(3,84)=355, p=.02. Children in the Matched condition and the less competent partners in the Unmatched condition showed a significant improvement from pre-test to post test. Twelve year olds were more accurate than ten year olds (M's=17.2 vs. 23.3). Males outperformed females, although this difference was not significant. Social interactions within the two peer conditions were coded for transactions reflecting sociocognitive conflict and its resolution. Within the Marched condition significantly more talk occurred than in the Unmatched condition. There was also a significant relationship between the frequency of Organizational comments and cognitive change (r=-.37). Within the Unmatched condition there was a significant relationship between frequency of explanations and change (r= -.58). Disagreements did not relate to change in either dyadic condition. Findings demonstrate the value of peer interacation for supporting spatial thinking in middle childhood. Implications or classroom instruction are considered.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Golbeck, S. L.}, biburl = {https://www.bibsonomy.org/bibtex/20eba5035bd97880ad702e53ab0797bb1/clachapelle}, citeulike-article-id = {4045619}, interhash = {87e0ab091d1c77c1e969da4584009dc2}, intrahash = {0eba5035bd97880ad702e53ab0797bb1}, journal = {Journal of Applied Developmental Psychology}, keywords = {cognitive-conflict, collaboration file-import-09-02-13, individual-differences, knowledge, meta-analysis, piagetian-theory, sex-differences}, number = {(c) 2002 Inst. For Sci. Info}, pages = {571-592+}, posted-at = {2009-02-13 21:45:14}, priority = {2}, timestamp = {2009-02-24T19:49:09.000+0100}, title = {Peer collaboration and children's representation of the horizontal surface of liquid}, url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=0193-3973\&\#38;date=1998\&\#38;volume=19\&\#38;issue=4\&\#38;spage=571\&\#38;atitle=Peer\%20collaboration\%20and\%20children's\%20representation\%20of\%20the\%20horizontal\%20surface\%20of\%20liquid\&\#38;aulast=Golbeck\&\#38;auinit=SL}, volume = 19, year = 1998 }