Leman, P. J and Oldham, Z (2005) Do children need to learn to collaborate? The effects of age and age differences on children's collaborative recall. Cognitive Development, 20 (1).
Full text access: Open
We used a collaborative recall task to explore the nature and consequences of children's interaction with another child at the same or different age. Ninety-six children memorised word lists for recall. In a first condition children recalled collaboratively: in a pair with another child. In a second condition children recalled words independently (this made possible the creation of “nominal” pairs for comparison). Pairs were either composed of two 7-year-olds, two 9-year-olds, or a 7- and a 9-year-old. Older pairs, like adults, showed a net negative effect of collaborative recall. However, younger children showed no effects of collaboration. Analyses of the different contributions offered by each child in a pair, and of measures of social dominance suggest that older children dominate social aspects of interaction and recall when paired with a younger child. We argue that younger children may lack full awareness of the role of interaction as a forum for the co-construction of knowledge.
This is a Published version This version's date is: 11/09/2005 This item is peer reviewed
https://repository.royalholloway.ac.uk/items/1e577b60-5cfd-79e8-673e-41a3489c7ba5/1/
Deposited by () on 23-Dec-2009 in Royal Holloway Research Online.Last modified on 23-Dec-2009
Ames, G. J. & Murray, F. B. (1984). When two wrongs make a right: promoting cognitive change by social conflict. Developmental Psychology, 18, 894-897. Anderson, R., Chinn, C., Waggoner, M. & Yi, H. (1997). On the logical integrity of childrenâs arguments. Cognition and Instruction, 15, 135-167. Andersson, J. & Ronnberg, J. (1995). Recall suffers from collaboration: Joint recall effects of friendship and task complexity. Applied Cognitive Psychology, 9, 199-211. Andersson, J. & Ronnberg, J. (1997). Cued memory collaboration: effects of friendship and type of retrieval cue. European Journal of Cognitive Psychology, 9, 273-287. Andersson, J. (2001). Net effect of memory collaboration: how is collaboration effected by factors such as friendship, gender and age? Scandinavian Journal of Psychology, 42, 367-375. Basden, B. H. & Basden, D. R. (1995). Some tests of the strategy disruption interpretation of part-list cueing inhibition. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 1656-1669. Basden, B. H., Reysen, M. B. & Basden, D. R. (2002). Transmitting false memories in social groups. American Journal of Psychology, 115(2), 211-231. Berkowitz, M. W. & Gibbs, J. C. (1982). Measuring the developmental features of moral discussion. Merrill-Palmer Quarterly, 29, 399-410. Bouchard, T. J. Jr. & Hare, M. (1970). Size, performance and potential brainstorming in groups. Journal of Applied Psychology, 54, 51-55. Chabliss, M. & Murphy, P. K. (2002). Fourth and fifth graders representing argument structure in written texts. Discourse Processes, 34, 91-115. Clark, S. E., Hori, A., Putnam, A. & Martin, T.P. (2000). Group collaboration in recognition memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 1578-1588. Clark, S. E., Stephenson, G. M. & Kniveton, B. (1990). Social remembering: quantitative aspects of individual and collaborative remembering by police officers and students. British Journal of Psychology, 81, 73-94. Coyle, T. R. & Bjorkland, D. F. (1997). Age differences in, and consequences of, multiple and variable strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372-380. DeMarie, D. & Ferron, J. (2002). Capacity, strategies, and metamemory: tests of a three-factor model of memory development. Journal of Experimental Child Psychology, 84, 167-193. Diehl, M. & Stroebe, W. (1987). Productivity loss in brainstorming groups: towards the solution of a riddle. Journal of Personality and Social Psychology, 53, 497-509. Doise, W. & Mugny, G. (1984). The social development of the intellect. Cambridge: Cambridge University Press. Doise, W., Mugny, G. & Pérez, J. C. (1998). The social construction of knowledge: social marking and socio-cognitive conflict. In U. Flick (Ed.), The psychology of the social. Cambridge: Cambridge University Press. Duran, R.T. & Gauvain, M. (1993). The role of age versus expertise in peer collaboration during joint planning, Journal of Experimental Child Psychology, 55, 227-242. Felton, M. & Kuhn, D. (2001). The development of argumentative discourse skills. Discourse Processes, 32, 135-153. Finlay, F., Hitch, G. J. & Meudall, P. R. (2000). Mutual inhibition in collaborative recall: evidence for a retrieval based account. Journal of Experimental Psychology, Learning, Memory and Cognition, 26, 1556-1567. Flavell, J. H. & Wellman, H. M. (1977). Metamemory. In R. V. Kail & J. W. Hagan (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum. Gauvain, M. & Rogoff, B. (1989). Collaborative problem solving and childrenâs planning skills. Developmental Psychology, 25, 139-151. Geen, R. G. (1991). Social motivation. Annual Review of Psychology, 42, 377-399. Gonzalez, R. & Griffin, D. (2000). The statistics of interdependence: treating dyadic data with respect. In W. Ickes & S. W. Duck (Eds.), The social psychology of personal relationships, pp.181-213. Chichester, UK: Wiley. Gould, O. N., Osborn, C., Krein, H. & Mortenson, M. (2002). Collaborative recall in married and unacquainted dyads. International Journal of Behavioral Development, 26(1), 36-44. Howe, C.J., Duchak-Tanner, V. & Tolmie, A. (2000). Coordinating support for conceptual and procedural learning in science. In R.W. Joiner & D. Faulkner (Eds.), Rethinking Collaborative Learning. London: Free Association Press. Howe, C. J. & McWilliam, D. (2001). Peer conflict as an educational resource: the implications of gender, class and context differences at nursery level. Journal of Language and Social Psychology, 20, 61-80. Kail, R. V. (1990). The development of memory in children (3rd ed.). New York: Freeman. Karau, S. J. & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681-706. Kraemer, H. C. & Jacklin, C. N. (1979). Statistical analysis of dyadic social behaviour. Psychological Bulletin, 86, 217-224. Kruger, A. C. (1992). The effect of peer and adult-child transactive discussions on moral reasoning. Merrill-Palmer Quarterly, 38(2), 287-315. Kruger, A. C. (1993). Peer collaboration: conflict, cooperation of both? Social Development, 2, 165-182. Kuhn, D. & Udell, W. (in press). The development of argument skills. Child Development. Kuhn, D., Shaw, V. & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15(3), 287-315. Leaper, C. (1991). Influence and involvement in children's discourse: Age, gender, and partner effects. Child Development, 62, 797-811. Leaper, C., Tenenbaum, H. R., & Shaffer, T. G. (1999). Gender effects on the communication strategies of African-American children from low-income, urban backgrounds. Child Development, 70, 1489-1503. Leman, P. J. (2002). Argument structure, argument content and cognitive change in childrenâs peer interactions. Journal of Genetic Psychology, 163(1), 40-57. Leman, P. J., Ahmed, S. & Ozarow, L. (in press). Gender, gender relations, and the social dynamics of childrenâs conversations. Developmental Psychology. Leman, P. J. & Duveen, G. (2003). Gender identity, social influence and childrenâs arguments. Swiss Journal of Psychology, 62(3), 149-158. Leman, P. J. & Duveen, G. (1999). Representations of authority and childrenâs moral reasoning. European Journal of Social Psychology, 29(5-6), 557-575. Leman, P. J. & Duveen, G. (1996). Developmental differences in childrenâs understanding of epistemic authority. European Journal of Social Psychology, 26(5), 383-397. Lorge, I. & Solomon, H. (1955). Two models of group behaviour in the solution of eureka type problems. Psychometrika, 20, 139-148. Maccoby, E. E. (1990). Gender and relationships. American Psychologist, 45, 513-520. Meudall, P. R., Hitch, G. J. & Boyle, M. M. (1995). Collaboration in recall: do pairs of people cross-cue each others to produce new memories? The Quarterly Journal of Experimental Psychology, 48A(1), 141-152. Middleton, D. & Edwards, D. (1988). Conversational remembering and family relationships: How children learn to remember. Journal of Social and Personal Relationships, 5(1), 3-25. Müller, U. & Carpendale, J. I. M. (2000). The role of social interaction in Piagetâs theory: language for social cooperation and social cooperation for language. New Ideas in Psychology, 18, 139-146. Newman, L. S. (1990). Intentional and unintentional memory in young children: remembering versus playing. Journal of Experimental Child Psychology, 50, 243-258. Paivio, A., Yiulle, J. C. & Madigan, S. A. (1968). Concreteness, imagery and meaningfulness for 925 nouns. Journal of Experimental Psychology Monographs, 78(1, Pt. 2). Perret-Clermont, A-N. (1980). Social interaction and cognitive development in children. London: Academic Press. Piaget, J. (1932). The moral judgement of the child. London: Routledge & Kegan Paul. Ratner, H. H., Foley, M. & Gimpert, P. (2002). The role of collaborative planning in childrenâs source-monitoring errors and learning. Journal of Experimental Child Psychology, 81(1), 44-73. Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn & R. S. Siegler (Eds.). Handbook of child psychology: cognition, perception and language. New York: Wiley. Rogoff, B. (1987). Apprenticeship in thinking. New York: Academic Press. Schwarz, B., Neuman, Y. & Beizner, S. (2000). Two wrongs make a right⦠if they argue together. Cognition and Instruction, 18(4), 461-494. Sodian, B. & Schneider, W. (1999). Memory strategy development â gradual increase, sudden insight, or roller coaster? In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich longitudinal study (pp. 61-77). Cambridge: Cambridge University Press. Thorndike, E.L. and Lorge, I. (1944). The Teacher's Word Book of 30,000 Words. New York: Teachers College, Columbia University. Tudge, J. (2000). Theory, method, and analysis in research on the relations between peer collaboration and cognitive development. The Journal of Experimental Education, 69, 98-112. Tudge, J. (1997). Internalization, externalisation and joint-carving: commenting from an ecological perspective. In B. Cox & C. Lightfoot (Eds.), Sociogenetic perspectives on internalisation (pp.119-131). Mahwah, NJ: Erlbaum Tudge, J. R. H. (1992). Processes and Consequences of Peer Collaboration: A Vygotskian Analysis. Child Development, 63, 1364-1379. Tudge, J. & Rogoff, B. (1989). âPeer influences in cognitive development: Piagetian and Vygotskian perspectivesâ, In M. H. Bornstein & J. S. Bruner (Eds.), Interaction in human development. (pp. 213-348). Hilsadale, NJ: Erlbaum. Verba, M. (1998). Tutoring interactions between young children: how symmetry can modify asymmetrical interactions. International Journal of Behavioral Development, 22, 195-216. Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Mass.: Harvard University Press. Vygotsky, L. (1962). Thought and language. Cambridge, Mass.: MIT Press. Weldon, S. & Bellinger, K. D. (1997). Collective memory: collaborative and individual processes in remembering. Journal of Experimental Psychology: Learning, Memory and Cognition, 23(5), 1160-1175. Weldon, S., Blair, C. & Huebsch, P. D. (2000). Group remembering: Does social loafing underlie collaborative inhibition? Journal of Experimental Psychology: Learning, Memory and Cognition, 26(6), 1568-1577. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. Wertsch, J. V., McNamee, G. D., McLane, J. B. & Budwig, N. A. (1980). The adult-child dyad as a problem-solving system. Child Development, 51, 1215-1221. Wilson, M.D. (1988) The MRC Psycholinguistic Database: Machine Readable Dictionary, Version 2. Behavioural Research Methods, Instruments and Computers, 20(1), 6-11.