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Download full textCastellaro, Mariano; Roselli, Néstor – Journal of Educational Psychology - Propositos y Representaciones, 2018
The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to specific individual cognitive competence. The interaction was analyzed in terms of cognitive and non-cognitive aspects. 19 dyads (38 fifth and sixth graders) participated. First, they individually solved a set of logical problems…
Descriptors: Elementary School Students, Grade 5, Grade 6, Cooperative Learning
Direct linkSwanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Exceptional Children, 2014
This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Learning Problems
Peer reviewedDillon, Ronna F. – Contemporary Educational Psychology, 1985
Undergraduates were given complex figural analogies items, and eye movements were observed under three types of feedback: (1) elaborate feedback; (2) subjects verbalized their thinking and application of rules; and (3) no feedback. Both feedback conditions enhanced the rule-governed information processing during inductive reasoning. (Author/GDC)
Descriptors: Eye Movements, Feedback, Higher Education, Individual Testing
