Resource interdependence, student interactions and performance in cooperative learning

Educational Psychology

Volumn 24, Issue 3, 2004, Pages 291-314

  Buchs, Céline ^a,b   Butera, Fabrizio ^a   Mugny, Gabriel ^b  

^a UNIV GRENOBLE ALPES   (France)

^b UNIVERSITY OF GENEVA   (Switzerland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442494227     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/0144341042000211661     Document Type: Article

References (49)

1. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
2. Battistich, V., Solomon, D., & Delucchi, K. (1993). Interaction processes and student outcomes in cooperative learning groups. Elementary School Journal, 94, 19-32.
3. Buchs, C., & Butera, F. (2001). Complementarity of information and quality of relationship in cooperative learning. Social Psychology of Education, 4, 335-357.
4. Buchs, C., Butera, F., Mugny, G., & Darnon, C. (2004). Conflict elaboration and cognitive outcomes. Theory into Practice, 43(1), 23-30.
5. Butera, F., & Buchs, C. (in press). Reasoning together: From focussing to decentering. In V. Girotto & P. N. Johnson-Laird (Eds.), The shape of reason. Hove, UK: Psychology Press.
6. Butera, F., & Mugny, G. (1995). Conflict between incompetences and influence of a low-competence source in hypothesis testing. European Journal of Social Psychology, 25, 457-462.
7. Butera, F., & Mugny, G. (2001). Conflicts and social influences in hypothesis testing. In C. K. W. De Dreu & N. K. De Vries (Eds.), Group consensus and minority influence implications for innovation (pp. 160-182). Oxford: Blackwell.
8. Butera, F., Mugny, G., & Buchs, C. (2001). Representation of knowledge as a mediator of learning. In F. Butera & G. Mugny (Eds.), Social influence in social reality (pp. 193-209). Göttingen, Germany: Hogrefe and Huber.
9. Butera, F., Mugny, G., Legrenzi, P., & Pérez, J. A. (1996). Majority and minority influence, task representation, and inductive reasoning. British Journal of Social Psychology, 35, 123-136.
10. Cohen, B. P., & Cohen, E. G. (1991). From groupwork among children to R & D teams: Interdependence, interaction and productivity. Advances in Group Processes, 8, 205-225.
11. Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
12. Dansereau, D. F. (1988). Cooperative learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies, issues in assessment, instruction and evaluation (pp. 103-119). New York: Academic Press.
13. Darnon, C., Buchs, C., & Butera, F. (2002). Epistemic and relational conflict in sharing identical vs. complementary information during cooperative learning. Swiss Journal of Psychology, 61, 139-151.
14. Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon Press.
15. Doise, W., & Mugny, G. (1997). Psychologie sociale et développement cognitif. Paris: Armand Colin.
16. Doise, W., Mugny, G., & Pérez, J.-A. (1998). The social construction of knowledge: Social marking and socio-cognitive conflict. In U. Flick (Ed.), The psychology of the social (pp. 77-90). New York: Cambridge University Press.
17. Emler, N., & Glachan, M. (1991). L'apprentissage social: Perspectives récentes. In G. Mugny (Ed.), Pyschologie sociale du développement cognitif (pp. 71-92). Berne, Switzerland: Peter Lang.
18. Gettinger, M. (1992). Applications of social psychology to learning and instruction. In F. J. Medway & T. P. Cafferty (Eds.), School psychology: A social psychological perspective (pp. 305-332). Hillsdale, NJ: Lawrence Erlbaum.
19. Gilly, M. (1989). The psychosocial mechanisms of cognitive constructions. Experimental research and teaching perspectives. International Journal of Educational Research, 16, 607-621.
20. Gruber, H. E. (2000). Creativity and conflict resolution: The role of point of view. In M. Deutsch & P. T. Coleman (Eds.), The handbook of conflict resolution: Theory and practice (pp. 345-354). San Francisco: Jossey-Bass.
21. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition, theory and research. Minneapolis, MN: Interaction Book Company.
22. Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 23-38). New York: Praeger.
23. Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge in the classroom. Minneapolis, MN: Interaction Book.
24. Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence theory. In R. S. Tindale & L. Heath (Eds.), Theory and research on small groups. Social psychological applications to social issues (pp. 9-36). New York: Plenum Press.
25. Johnson, D. W., & Johnson, R. T. (2002). Social interdependence theory and university instruction: Theory into practice. Swiss Journal of Psychology, 61, 119-129.
26. Johnson, D. W., Johnson, R. T., Ortiz, A. E., & Stanne, M. B. (1991). The impact of positive goal and resource interdependence on achievement, interaction, and attitudes. The Journal of General Psychology, 118, 341-347.
27. Johnson, D. W., Johnson, R. T., Roy, P., & Zaidman, B. (1985). Oral interaction in cooperative learning groups: Speaking, listening, and the nature of statements made by high-, medium-, and low-achieving students. The Journal of Social Psychology, 119, 303-321.
28. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (1989). Impact of goal and resource interdependence on problem-solving success. The Journal of Social Psychology, 129, 621-629.
29. Johnson, D. W., Johnson, R. T., & Tjosvold, D. (2000). Constructive controversy: The value of intellectual opposition. In M. Deutsch & P. T. Coleman (Eds.), The handbook of conflict resolution: Theory and practice (pp. 65-85). San Francisco: Jossey-Bass.
30. Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structure on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47-62.
31. Knight, G., & Bohlmeyer, E. (1990). Cooperative learning and achievement: Methods for assessing causal mechanisms. In S. Sharan (Ed.), Cooperative learning: Theory and Research (pp. 1-22). New York: Praeger.
32. Lambiotte, J., Dansereau, D., O'Donnell, A., Young, M., Skaggs, L., & Hall, R. (1988). Effects of cooperative script manipulations on initial learning and transfer. Cognition and Instruction, 5, 103-121.
33. Lambiotte, J., Dansereau, D., O'Donnell, A., Young, M., Skaggs, L., Hall, R., & Rocklin, T. (1987). Manipulating cooperative scripts for teaching and learning. Journal of Educational Psychology, 79, 424-430.
34. Marshall, H. H., & Weinstein, R. S. (1984). Classroom factors affecting students' self-evaluations: An interactional model. Review of Educational Research, 54, 301-325.
35. Mugny, G., Butera, F., & Falomir, J. M. (2001). Social influence and threat in social comparison between self and source's competence: Relational factors affecting the transmission of knowledge. In F. Butera & G. Mugny (Eds.), Social influence in social reality (pp. 225-248). Göttingen, Germany: Hogrefe and Huber.
36. Mugny, G., Tafani, E., Falomir, J.-M., & Layat, C. (2000). Source credibility, social comparison and social influence. International Review of Social Psychology, 13, 151-175.
37. O'Donnell, A., & Dansereau, D. F. (1995). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-143). New York: Cambridge University Press.
38. O'Donnell, A., Dansereau, D., Hall, R., & Rocklin, T. (1987). Cognitive, social/affective, and metacognitive outcomes of scripted cooperative learning. Journal of Educational Psychology, 79, 431-437.
39. Ortiz, A. E., Johnson, D. W., & Johnson, R. T. (1996). The effect of positive goal and resource interdependence on individual performance. The Journal of Social Psychology, 136, 243-249.
40. Pérez, J., & Mugny, G. (1996). The conflict elaboration theory of social influence. In E. H. Witte & J. Davis (Eds.), Understanding group behavior: Consensual action by small groups (pp. 191-210). Mahwah, NJ: Erlbaum.
41. Perret-Clermont, A. N., & Nicolet, M. (2001). Interagir et connaître. Paris: L'Harmattan.
42. Quiamzade, A., & Mugny, G. (2001). Social influence dynamics in aptitude tasks. Social Psychology of Education, 4, 311-334.
43. Quiamzade, A., Tomei, A., & Butera, F. (2000). Informational dependence and informational constraint: Social comparison and social influences in anagram resolution. International Review of Social Psychology, 13, 123-150.
44. Rosenholtz, S. J., & Wilson, B. (1980). The effect of classroom structure on shared perceptions of ability. American Educational Research Journal, 17, 75-82.
45. Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429-445.
46. Slavin, R. E. (1995). When and why does cooperative learning increase achievement? Theoretical and empirical prespectives. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 145-173). New York: Cambridge University Press.
47. Spurlin, J. E., Dansereau, D. F., Larson, C. O., & Brooks, L. W. (1984). Cooperative learning strategies in processing descriptive text: Effects of role and activity level of the learner. Cognition and Instruction, 1, 451-463.
48. Webb, N. M. (1985). Student interaction and learning in small groups. A research summary. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, & R. Schmuk (Eds.), Learning to cooperate, cooperating to learn (pp. 147-172). New York: Plenum.
49. Webb, N. M. (1991). Task related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.