Social influences on children's development of relational thinking during small-group discussions

被引：20
|
作者：
Lin, Tzu-Jung [1 ]
Anderson, Richard C. [2 ]
Jadallah, May [3 ]
Kim Nguyen-Jahiel [2 ]
Kim, Il-Hee [4 ]
Kuo, Li-Jen [5 ]
Miller, Brian W. [6 ]
Logis, Handrea A. [7 ]
Dong, Ting [8 ]
Wu, Xiaoying [2 ]
Li, Yuan [2 ]
机构：
[1] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA
[2] Univ Illinois, Ctr Study Reading, Champaign, IL 61820 USA
[3] Illinois State Univ, Sch Teaching & Learning, Normal, IL 61790 USA
[4] Indiana Univ Purdue Univ, Coll Educ & Publ Policy, Ft Wayne, IN 46805 USA
[5] Texas A&M Univ, Dept Teaching Learning & Culture, College Stn, TX 77843 USA
[6] Towson Univ, Dept Elementary Educ, Towson, MD 21252 USA
[7] Univ Illinois, Dept Educ Psychol, Champaign, IL 61820 USA
[8] Uniformed Serv Univ Hlth Sci, Dept Prevent Med & Biometr, Bethesda, MD 20814 USA
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2015年 / 41卷
关键词：
Relational thinking; Friendship; Peer status; Social network; Proximal development; Dialogic interaction; NETWORK CENTRALITY; ELEMENTARY-SCHOOL; CLASSROOM; ACHIEVEMENT; PERFORMANCE; POPULARITY; DIMENSIONS; DISCOURSE; BELIEFS; FAILURE;
D O I：
10.1016/j.cedpsych.2014.12.004
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This microgenetic study strived to understand instantaneous peer influences on the moment-by-moment and session-by-session development of relational thinking within and across dialogic small-group discussions using an approach called Collaborative Reasoning. An analysis encompassing 32,511 turns for speaking during 176 discussions indicated that peer support and refutation influenced the development of relational thinking within (micro-level) and across (macro-level) discussions, and was mediated by friendship and peer status. Support was mainly mediated by friends and children with high status. Observing reciprocated friends' supportive talk encouraged students to generate confirmational relational thinking in the next turn for speaking. Refutation was mainly mediated by children with high status. Quiet students generated less refutation. The study documents the proximal effects of peer status and friendship on the social and cognitive dynamics of collaborative discussions. (C) 2014 Elsevier Inc. All rights reserved.
引用
收藏
页码：83 / 97
页数：15
相关论文
共 50 条
  • [21] Children's self-regulatory behaviors during teacher-directed, seat-work, and small-group instructional contexts
    Stright, AD
    Supplee, LH
    JOURNAL OF EDUCATIONAL RESEARCH, 2002, 95 (04) : 235 - 244
  • [22] Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others
    van Blankenstein, Floris M.
    Dolmans, Diana H. J. M.
    van der Vleuten, Cees P. M.
    Schmidt, Henk G.
    INSTRUCTIONAL SCIENCE, 2011, 39 (02) : 189 - 204
  • [23] Sharing and Belonging: Children's Social Status and Their Sharing Behavior With In-Group and Out-Group Members
    Sabato, Hagit
    Kogut, Tehila
    DEVELOPMENTAL PSYCHOLOGY, 2021, 57 (12) : 2082 - 2092
  • [24] The role of friendships in shy students' dialogue patterns during small group discussions
    Chen, Jing
    Lin, Tzu-Jung
    Anderman, Lynley H.
    Paul, Narmada
    Ha, Seung Yon
    CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2021, 67
  • [25] Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study *
    Phillips, Beth M.
    Kim, Young-Suk Grace
    Lonigan, Christopher J.
    Connor, Carol M.
    Clancy, Jeanine
    Al Otaiba, Stephanie
    EARLY CHILDHOOD RESEARCH QUARTERLY, 2021, 57 : 75 - 88
  • [26] Positioning Theory and Small-Group Interaction: Social and Task Positioning in the Context of Joint Decision-Making
    Hirvonen, Pasi
    SAGE OPEN, 2016, 6 (03):
  • [27] Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
    Howe, Christine
    Zachariou, Antonia
    LEARNING AND INSTRUCTION, 2019, 60 : 263 - 274
  • [28] Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks
    Granados-Lopez, Hedilberto
    Perez, Johan Hernan
    Porras-Munoz, Jonathan
    Pedraza-Jimenez, Yamile
    Gallego-Lopez, Felipe Antonio
    SUSTAINABILITY, 2024, 16 (18)
  • [29] The effect of nonhuman's external regulation on young children's creative thinking and thinking aloud verbalization during learning mathematical tasks
    Agina, Adel M.
    COMPUTERS IN HUMAN BEHAVIOR, 2012, 28 (04) : 1213 - 1226
  • [30] Transitions between food insecurity and food security predict children's social skill development during elementary school
    Howard, Larry L.
    BRITISH JOURNAL OF NUTRITION, 2011, 105 (12) : 1852 - 1860
12345