The Bystander Effect: A Lens for Understanding Patterns of Participation

Journal of the Learning Sciences

Volumn 13, Issue 2, 2004, Pages 165-195

  Hudson, James M ^a   Bruckman, Amy S ^a  

^a Georgia Institute of Technology   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442490938     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327809jls1302_2     Document Type: Article

References (60)

1. Asch, S. (1956). Opinions and Social Pressure. Scientific American, 193(5), 31-35.
2. Batson, T. (1993). The origins of ENFI. In B. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms: Promises and realities (pp. 87-112). Cambridge, England: Cambridge University Press.
3. Beauvois, M. H. (1992a). Computer-assisted classroom discussion in French using networked computers. Unpublished doctoral dissertation, University of Texas at Austin.
4. Beauvois, M. H. (1992b). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.
5. Beauvois, M. H. (1994/1995). E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computers and the Humanities, 28(3), 177-190.
6. Beauvois, M. H. (1997). Computer-mediated communication (CMC): Technology for improving speaking and writing. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 165-184). Lincolnwood, IL: National Textbook.
7. Beauvois, M. H., & Eledge, J. (1995/1996). Personality types and megabytes: Student attitudes toward computer mediated communication (CMC) in the language classroom. CALICO Journal, 13(2&3), 27-45.
8. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). New York: Cambridge University Press.
9. Bruce, B. C., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. New York: Cambridge University Press.
10. Bruckman, A. (1997). MOOSE crossing: Construction, community, and learning in a networked virtual world for kids. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, MA.
11. Cherny, L. (1999). Conversation and community: Chat in a virtual world. Stanford, CA: CSLI Publications.
12. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152.
13. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
14. Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.
15. Davis, J. R., & Huttenlocher, D. P. (1995). Shared annotation for cooperative learning, Proceedings of Computer Supported Collaborative Learning (CSCL) 1995 (pp. 84-88). Bloomington, IN: Lawrence Erlbaum Associates, Inc.
16. Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). New York: Cambridge University Press.
17. Duval, S., & Wicklund, R. A. (1972). A theory of objective self awareness. New York: Academic Press.
18. Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
19. Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday.
20. Greenberg, J., & Pyszczynski, T. (1986). Persisent high self-focus after failure and low self-focus after success: The depressive self-focusing style. Journal of Personality and Social Psychology, 50(5), 1039-1044.
21. Guiora, A. Z. (1972). Construct validity and transpositional research: Toward an empirical study of psychoanalytic concepts. Comprehensive Psychiatry, 13(2), 139-150.
22. Guiora, A. Z., Acton, W. R., Erard, R., & Strickland, F. W. (1980). The effects of benzodiazepine (Valium) on permeability of language ego boundaries. Language Learning, 30(2), 351-363.
23. Guiora, A. Z., Beit-Hallahmi, B., Brannon, R. C. L., Dull, C. Y., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry, 13(5), 421-428.
24. Guzdial, M. (1997a). Information ecology of collaborations in educational settings: Influence of tool, Proceedings of Computer Supported Collaborative Learning (CSCL) 1997 (pp. 83-91). Toronto, Canada: Lawrence Erlbaum Associates, Inc.
25. Guzdial, M. (1997b). Information ecology of collaborations in educational settings: Influence of tool. Computer Supported Collaborative Learning (CSCL) Conference talk, Toronto, Canada.
26. Guzdial, M., & Carroll, K. (2002). Exploring the lack of dialog in computer-supported collaborative learning, Proceedings of Computer-Supported Collaborative Learning (CSCL) 2002 (pp. 418-424). Boulder, CO: Lawrence Erlbaum Associates, Inc.
27. Guzdial, M., Ludovice, P., Realff, M., Morley, T., Carroll, K., & Ladak, A. (2001). The challenge of collaboration in math and engineering, Proceedings of IEEE/ASEE Frontiers in Education 2001 (pp. 23-28). Reno, NV: IEEE.
28. Hudson, J. M., & Bruckman, A. (2002). IRC Français: The creation of an Internet-based SLA community. Computer Assisted Language Learning, 15(2), 109-134.
29. Joinson, A. (1998). Causes and implications of disinhibited behavior on the Internet. In J. Gackenbach (Ed.), Psychology and the Internet: Intrapersonal, interpersonal, and transpersonal implications (pp. 43-60). San Diego, CA: Academic.
30. Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
31. Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457-476.
32. Kolodner, J. L. (1997). Educational implications of analogy: A view from case-based reasoning. American Psychologist, 52(1), 57-66.
33. Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
34. Latané, B. (1970). Field studies in altruistic compliance. Representative Research in Social Psychology, 1(1), 49-61.
35. Latané, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology, 10(3), 215-221.
36. Latané, B., & Darley, J. M. (1969). Bystander "apathy." American Scientist, 57, 244-268.
37. Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn't he help? New York: Appleton-Century-Crofts.
38. Latané, B., & Rodin, J. (1969). A lady in distress: Inhibiting effects of friends and strangers on by-stander intervention. Journal of Experimental Social Psychology, 5, 189-202.
39. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
40. Matheson, K., & Zanna, M. P. (1988). The impact of computer-mediated communication on self-awareness. Computers in Human Behavior, 4(3), 221-233.
41. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
42. Ong, W. J. (1982). Orality and Literacy: The technologizing of the word. New York: Routledge.
43. Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning and Technology, 1(1), 82-93.
44. Palonen, T., & Hakkarainen, K. (2000). Patterns of interaction in computer-supported learning: A social network analysis, Fourth International Conference of the Learning Sciences (ICLS) 2000 (pp. 334-339). Ann Arbor, MI: Lawrence Erlbaum Associates, Inc..
45. Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1).
46. Rick, J., Guzdial, M., Carroll, K., Holloway-Attaway, L., & Walker, B. (2002). Collaborative learning at low cost: CoWeb use in English composition, Proceedings of Computer Supported Collaborative Learning (CSCL) 2002 (pp. 435-442). Boulder, CO: Lawrence Erlbaum Associates, Inc.
47. Riel, M. (1996). Cross-classroom collaboration: Communication and education. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 187-208). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
48. Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229.
49. Rosenthal, A. M. (1964/1999). Thirty-eight witnesses: The Kitty Genovese case. Berkeley, CA: University of California Press.
50. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68.
51. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
52. Schumann, J. H., Holroyd, J., Campbell, R. N., & Ward, F. A. (1978). Improvement of foreign language pronunciation under hypnosis. Language Learning, 28(1), 143-148.
53. Soloway, E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design: The challenge for HCI in the 21st century. Interactions, 1(2), 36-48.
54. Songer, N. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists. Journal of the Learning Sciences, 5(4), 297-327.
55. Spears, R., Lea, M., & Postmes, T. (2001). Social psychological theories of computer-mediated communication: Social pain or social gain? In W. P. Robinson & H. Giles (Eds.), The new handbook of language and social psychology (2nd ed.), (pp. 601-624). New York: Wiley.
56. Sproull, L., & Kiesler, S. (1991). Connections: New ways of working in the networked organization. Cambridge, MA: MIT Press.
57. Wang, X., & Hurst, R. (1997). An empirical study of computer-assisted class discussion: Effects on social interaction and group dynamics, Proceedings of the Third International Conference on Foreign Language Education and Technology (pp. 431-448). Victoria, Canada: University of Victoria Language Centre.
58. Weisband, S. (1992). Group discussion and first advocacy effects In computer-mediated and face-to-face decision making groups. Organizational Behavior and Human Decision Processes, 53(3), 352-380.
59. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
60. Zajonc, R. B. (1965). Social facilitation. Science, 149(3681), 269-274.