Effects of cooperation on spelling achievement at three age levels (Grades 2, 4, and 6)

Wiersema, Bert; Oudenhoven, Jan Pieter van

doi:10.1007/bf03172887

Cited by 7 publications

(3 citation statements)

References 26 publications

(24 reference statements)

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“…Both Klein and Pridemore (1992), and Simsek and Hooper (1992) found that students working on activities in cooperative pairs spent more time on those activities than students working individually. Similar results regarding positive effects of cooperative learning on time on task were reported by Hwong, Caswell, Johnson, and Johnson (1993), Kagan (1985), and Wiersema and Van Oudenhoven (1992). Similar results regarding positive effects of cooperative learning on time on task were reported by Hwong, Caswell, Johnson, and Johnson (1993), Kagan (1985), and Wiersema and Van Oudenhoven (1992).…”

Section: Discussionsupporting

confidence: 80%

The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs

Brush

1997

ETR&D

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Section: Discussionsupporting

confidence: 80%

The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs

Brush

1997

ETR&D

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“…In contrast, some researchers have also tried to explain the lower performance per head in terms of cognitive factors (e.g. Wiersema & Van Oudenhoven, 1992). Wiersema and Van Oudenhoven assumed that if two people talk to each other over a task that is too simple to need their reasoning mechanisms, they may be wasting time and the result may be a lower performance.…”

mentioning

confidence: 99%

“…There may be some reasons for the above contradictory results. The tasks to be performed and the subjects’ ages varied across studies: remembering by adults or undergraduate students (Stephenson, Abrams, Wagner, & Wade, 1986; Clark & Stephenson, 1990; Yarmey, 1992; Andersson & Rönnberg, 1995; Andersson & Rönnberg, 1996), proofreading by undergraduate students (Riefer, 1993), spelling achievement by children (Wiersema & Van Oudenhoven, 1992), text learning by undergraduate students (McDonald, Larson & Dansereau, 1985), problem‐solving by children (Azmitia, 1988) and so on. The studies varied also in the way of performing the tasks, from a working style in which two individuals worked separately on the same task, to a style in which two individuals were in interaction discussing the task.…”

mentioning

confidence: 99%

Why are four eyes better than two? Effects of collaboration on the detection of errors in proofreading

et al. 2002

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We investigated why collaboration has positive effects on performance in detecting errors. Forty-eight undergraduate students worked on a proofreading task individually or in pairs. In the first group, 16 subjects performed the task individually (the individual group). In a second group, 16 pairs of subjects performed the task in dyads, discussing the errors detected (the collaborating group). The results show that the individual group detected significantly more "contextual errors," which are found by tracking the context of a passage, than "surface errors," which are based on the meaning of a word. In contrast, the collaborating group detected significantly more surface errors than contextual errors. The surface error detection rate of the dyads was high enough that it could not be explained by a simple interpretation such as two additional eyes found errors missed by the first two eyes. The results indicate that proofreading in dyads is beneficial because it enables the subjects to free themselves from a default style of reading. Moreover, for the collaborating group, the rate of error detection tended to increase in the latter half of the work, suggesting that interaction between the two individuals gave them an opportunity to learn about the task by cognitive restructuring.

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Collaborative Learning

Linden¹,

Erkens²,

Schmidt³

et al. 2000

New Learning

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Effects of cooperation on spelling achievement at three age levels (Grades 2, 4, and 6)

Cited by 7 publications

References 26 publications

The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs

The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs

Why are four eyes better than two? Effects of collaboration on the detection of errors in proofreading

Collaborative Learning

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