.png){kind=icon}
返回
Individual differences in dyadic cooperative learning
.png){kind=icon}
PRE
AI
DOI：10.1037/0022-0663.90.1.153.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
The impact of individual differences on the performance of 2 roles-learner and learning facilitator-was assessed during dyadic cooperative learning. Eighty university students, 40 men and 40 women, participated in same-sex groups of 4. Each student cooperatively learned a text passage with 1 partner and then learned a 2nd passage with another partner. In a later session, the students recalled the information contained within both text passages and completed several personality measures. A social relations analysis (D. A. Kenny & L. LaVoie, 1984) was used to partition the variability in recall for the passages into various sources. Variability in recall depended strongly on individual differences in learning ability and (to a lesser extent) on individual differences in the ability to facilitate others' learning. Differences in the ability to learn text passages were independent of individual differences in the ability to facilitate others' learning. Effective learners were high in verbal ability, whereas effective learning facilitators were low in public self-consciousness and in self-monitoring. The influence of cognitive and rapport factors on the performance of the learner role and the learning facilitator role is discussed.
Keyword:
ACHIEVEMENT
OUTCOMES
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
