In collaborative problem solving (CPS), people's actions are interactive, interdependent, and temporal. However, it is unclear how actions temporally relate to each other and what are the temporal similarities and differences between successful vs. unsuccessful CPS processes. As such, we apply a temporal analysis approach, Multilevel Vector…

As children develop conversational skills such as taking turns and openly listening to ideas, they often experience conflicts and inequity within collaborative dialogue for learning. Previous research suggests that increasing children's awareness about their own behaviors during collaboration may help them adjust their behaviors and become better…

This paper shows how peer observation of learning and teaching (POLT) discussions can be augmented through the use of a dynamic visual notation that makes visible for interpretation, elements of teacher-learner and learner-earner nonverbal interactions. Making visible the nonverbal, physical, spatial and kinesics (eye-based) elements of…

Background: Identifying risk and protective factors for language development informs interventions for children with developmental language disorder (DLD). Maternal responsive and intrusive communicative behaviours are associated with language development. Mother-child interaction quality may influence how children use these behaviours in language…