Individual and Dyadic Problem Solving as a Function of Mental Ability through Computer Simulation

Berkowitz, Melissa S.; Szabó, Michael

doi:10.1080/00220671.1978.10885101

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…First, uniform ability groupings are effective as long as either high ability trainees are paired with other high ability trainees, or medium ability level trainees are paired with other medium ability trainees. The composition to avoid is low ability trainees grouped with other low ability trainees (Berkowitz & Szabo, 1977). And second, medium ability trainees should be grouped with trainees of at least comparable ability.…”

Section: Ability-level MIXmentioning

confidence: 99%

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Wells¹,

Hagman²

1989

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Section: Ability-level MIXmentioning

confidence: 99%

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Wells¹,

Hagman²

1989

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“…In der Studie von Badke- Schaub (1993) Intelligenztestergebnisses (Berkowitz & Szabo, 1978) oder gemäß der individuellen Steuerungsleistung in einem anderen, nicht in der Hauptsteuerungsphase verwendeten Systemszenario (Köller, Dauenheimer, & Strauß, 1993;Putz-Osterloh, 1991) Problemlösegüte (Gebauer & Mackintosh, 2007;Kanfer & Ackerman, 1989;Rigas & Brehmer, 1999). Daher war nicht sichergestellt, dass das Ausgangslevel der Dyaden dem der für die Auswertung zugeordneten Individuen entsprach.…”

Section: Wissenserwerb Von Gruppenunclassified

Gruppenleistung und Gruppenlernen bei der Steuerung dynamischer Systeme

Drewes¹

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Impact of Extended Cooperative and Competitive Relationships on the Performance of Students in Science

Okebukola

1986

Human Relations

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The intention of this paper is to determine the effects ofa prolonged period of cooperative and competitive relationships among students on their performance in science. Among the results obtained using 131 class one (seventh grade) students were the following. (1) No significant difference was found to exist in the performance of students in the experimental (those exposed to cooperative and competitive situations) and the control conditions before the end of the first 4 weeks of treatment. (2) After the first 4 weeks, students who carried out intragroup cooperation with intergroup competition achieved significantly better than students who engaged in "pure" cooperation and 'pure" competition. The significance of these and other results of the study for the research on peer relationships and for improved performance of students are discussed.

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Individual and Dyadic Problem Solving as a Function of Mental Ability through Computer Simulation

Cited by 3 publications

References 19 publications

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Gruppenleistung und Gruppenlernen bei der Steuerung dynamischer Systeme

Impact of Extended Cooperative and Competitive Relationships on the Performance of Students in Science

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