When smart groups fail
When smart groups fail
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DOI：
10.1207/s15327809jls1203_1
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发表时间：
2003-01-01
影响因子：
3.8
通讯作者：
Barron, B
中科院分区：
文献类型：
--
作者：
Barron, B
在这项研究中，我调查了合作互动如何影响解决问题的结果。本研究采用定量与定性相结合的方法，对12个六年级学生的对话进行分析。无论是小组成员的先前成就，也不是正确的解决方案的想法的产生，可以解释三人组之间的差异，在解决问题的结果。相反，提案的特点和伙伴的反应都是小组采纳和记录正确想法的重要相关因素。不太成功的群体忽视或拒绝正确的建议，而更成功的群体讨论或接受它们。在不太成功的小组中，对话相对不连贯，这是通过这些小组中的解决方案建议与先前讨论的联系程度来衡量的。在三合会中观察到的表现差异延伸到随后的问题解决会议期间，所有学生独立解决同类问题。这些发现表明，互动的质量对团队合作有影响。案例研究描述说明了在建立一个联合解决问题的空间所涉及的社会和认知因素的交织。一个双空间模型的合作需要的参与者，以澄清如何的内容的问题和关系的背景下是相互依存的方面的合作情况。参与者如何管理这些互动空间对他们的工作成果至关重要，并有助于解释协作成果的可变性。未来的研究方向，可能有助于教师，学生和教育环境的设计者学会看到和培养生产性的互动实践提出了建议。群体的思想在相互作用的属性，或个人的思想和世界上的人工制品之间的相互作用的属性，往往是在智能人类性能的核心（哈钦斯，1993年，第62页）。
In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-solving outcomes. Instead, both characteristics of proposals and partner responsiveness were important correlates of the uptake and documentation of correct ideas by the group. Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them. Conversations in less successful groups were relatively incoherent as measured by the extent that proposals for solutions in these groups were connected with preceding discussions. Performance differences observed in triads extended to subsequent problem-solving sessions during which all students solved the same kinds of problems independently. These findings suggest that the quality of interaction had implications for teaming. Case study descriptions illustrate the interweaving of social and cognitive factors involved in establishing a joint problem-solving space. A dual-space model of what collaboration requires of participants is described to clarify how the content of the problem and the relational context are interdependent aspects of the collaborative situation. How participants manage these interacting spaces is critical to the outcome of their work and helps account for variability in collaborative outcomes. Directions for future research that may help teachers, students, and designers of educational environments learn to see and foster productive interactional practices are proposed.The properties of groups of minds in interaction with each other, or the properties of the interaction between individual minds and artifacts in the world, are frequently at the heart of intelligent human performance (Hutchins, 1993, p. 62).