Complementarity of information and quality of relationship in cooperative learning
Type de référence
Date
2001Langue de la référence
AnglaisEntité(s) de recherche
Résumé
The effects of resource in(ter)dependence and quality of relationship with the partner on performance were studied during three sessions of cooperative dyadic work in order to examine the conditions under which cooperative learning can be more beneficial. This study was designed to test a hypothesis favouring the superiority of independence of resources (discussing identical information) against a hypothesis favouring the superiority of interdependence of resources (sharing complementary information). In each session, 64 students worked in dyads on two texts. Two roles were defined: summarizer and listener. Results showed that, though direct performance was higher when students discussed identical information, the quality and generality of information recalled a few months later did not differ between the two conditions. In the interdependence condition, listeners displayed poorer levels for direct performance. Participants were then dichotomized on the basis of their perceived quality of their relationship with the partner. With respect to direct performance, a more positive relationship allowed listeners in the interdependence condition to perform as well as summarizers, while a less positive relationship was detrimental for listeners. Conversely, as for recall, listeners in the interdependence condition who perceived a more positive relationship performed more poorly than summarizers, while listeners who perceived a less positive relationship performed as well as summarizers. When students shared identical information, neither roles nor quality of relationship affected recall. Results are discussed in terms of degree of partners’ dependence and potential effects of socio-cognitive conflict (Doise & Mugny, 1984).Titre du périodique
Social Psychology of EducationMaison d’édition
SpringerPays d'édition
Allemagnep-ISSN
1381-2890e-ISSN
1573-1928Evaluation par les pairs (peer reviewing)
ouiVolume / tome
4Pagination
335-357URL permanente ORFEE
http://hdl.handle.net/20.500.12162/5492Document(s) associé(s) à la référence
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