Developmental Trends in the Quality of Conversation Achieved by Small Groups of Acquainted Peers

Dorval, Bruce; Eckerman, Carol O.; Ervin-Tripp, Susan

doi:10.2307/1165872

Cited by 75 publications

(65 citation statements)

References 51 publications

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“…This is nicely illustrated in a study by Dorval and Eckerman (1984), who observed conversations among small groups of 2nd-, 5th-, 9th-, and 12th-graders. One particular category of conversation, i.e., factually related questions, is especially informative regarding help seeking.…”

Section: Support For Development Of Competence: Collaborative Discoursementioning

confidence: 71%

Social Influences on the Development of Children's Adaptive Help Seeking: The Role of Parents, Teachers, and Peers

Newman

2000

Developmental Review

222

179

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Section: Support For Development Of Competence: Collaborative Discoursementioning

confidence: 71%

Social Influences on the Development of Children's Adaptive Help Seeking: The Role of Parents, Teachers, and Peers

Newman

2000

Developmental Review

222

179

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“…The recordings began when the child was 6 months old, took place once a month and in most cases, were filmed in the context of mealtimes (the child always sitting in a high-chair, with both parent and child in full view of the camera). The study is part of an ongoing longitudinal analysis of this child's conversational skills such as turn-taking and topic production, and builds upon similar research in the literature (Dorval and Eckerman, 1984;Wootton, 1997). The extracts examined in this paper come from four time points, when the child was aged 19, 24, 27 and 28 months old.…”

Section: Methodsmentioning

confidence: 99%

The embedding of the self in early interaction

Forrester

2001

Infant and Child Development

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Presupposed in the earliest discourses we experience are implicit concepts concerning the nature of the self and identity. This paper examines the idea that through exposure to, and participation in, talk, the young infant is provided with appropriate discourses regarding what constitutes self and identity. Arguably, engaging in conversation entails entering into the coconstruction of participant stories, folk-beliefs and everyday narratives concerning the nature and status of the self. The young child learns that he/she is required to display different versions of him/herself depending on the nature of the context. This study of the development of the discursive self begins by examining the discourse genres of the self made available to the child, that is, versions of the self presupposed in the caregivers' talk. Employing conversation analytic methods, a micro-analysis of the talk of a parent -child dyad forms the basis of the study. The infant and parent (father) were video-taped during mealtimes from when the infant was 18 months to 28 months old. The nature of the discourses informing ideas of the developing self are highlighted through considering examples in the parent's talk throughout this period. The findings are discussed in light of contemporary theories of the self in developmental psychology.

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“…It was not clear, however, that the meta-study's conclusions would generalize to the target population. No studies have attempted to determine which cooperative grouping strategies work best for post-college adults, much less in professional technical training situations, and generalizing cooperative learning research from young learners to adults can be problematic (Baer 2003;Smith 1971;Dorval et al 1984). Also, much of the existing research base on grouping learners cooperatively has been conducted in relatively well-structured problem solving situations (cf.…”

Section: Introductionmentioning

confidence: 99%

The effects of experience grouping on achievement, satisfaction, and problem-solving discourse in professional technical training

Mulcahy¹

2011

Education Tech Research Dev

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When a course designed around cooperative, problem-centered instruction attracts learners with a wide range of experience in the topic, should learners be grouped heterogeneously or homogeneously in terms of their relative expertise? In this study, learners were randomly distributed between the two types of groups; learning gains, satisfaction, and problem-solving discourse were compared. Overall, no significant differences were found between heterogeneous and homogeneous groups. However, groups solving relatively ill-structured problems exchanged significantly more elaborated explanations than groups solving relatively well-structured problems.

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Developmental Trends in the Quality of Conversation Achieved by Small Groups of Acquainted Peers

Cited by 75 publications

References 51 publications

Social Influences on the Development of Children's Adaptive Help Seeking: The Role of Parents, Teachers, and Peers

Social Influences on the Development of Children's Adaptive Help Seeking: The Role of Parents, Teachers, and Peers

The embedding of the self in early interaction

The effects of experience grouping on achievement, satisfaction, and problem-solving discourse in professional technical training

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