Social audiences can disrupt learning by teaching

Journal of Experimental Social Psychology

Volumn 48, Issue 1, 2012, Pages 213-219

  Herberg, Jonathan S ^a   Levin, Daniel T ^a   Saylor, Megan M ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Learning by teaching; Social cognition; Social facilitation

Indexed keywords

EID: 82655173928     PISSN: 00221031     EISSN: 10960465     Source Type: Journal    
DOI: 10.1016/j.jesp.2011.07.004     Document Type: Article

References (35)

1. Aleven V.A., Koedinger K.R. An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 2002, 26:147-179.
2. Apperly I.A., Riggs K.J., Simpson A., Chiavarino C., Samson D. Is belief reasoning automatic?. Psychological Science 2006, 17:841-846.
3. Bargh J.A. The four horsemen of automaticity: Awareness, intention, efficiency, and control in social cognition. Handbook of Social Cognition: Basic Processes 1994, 1-40. Guilford Press, New York. 2nd ed. R.S. Wyer, T.K. Srull (Eds.).
4. Bargh J.A., Schul Y. On the cognitive benefits of teaching. Journal of Educational Psychology 1980, 72(5):593-604.
5. Barr D., Keysar B. Mindreading in an exotic case: The normal adult human. Other minds: How humans bridge the divide between self and others 2005, 271-283. Guilford Press, New York. B.F. Malle, S.D. Hodges (Eds.).
6. Benware C.A., Deci E.L. Quality of learning with an active versus passive motivational set. American Educational Research Journal 1984, 21(4):755-765.
7. Castiello U. Understanding other people's actions: Intention and attention. Journal of Experimental Psychology 2003, 29(2):416-430.
8. Chi M. Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science 2009, 1:73-105.
9. Chi M., Siler S.A., Jeong H., Yamauchi T., Hausmann R.G. Learning from human tutoring. Cognitive Science 2001, 25:471-533.
10. Csibra G., Gergely G. Obsessed with goals: Functions and mechanisms of teleological interpretation of actions in humans. Acta Psychologica 2007, 124:60-78.
11. Epley N., Boven L.V., Keysar B., Gilovich T. Perspective taking as egocentric anchoring and adjustment. Journal of Personality and Social Psychology 2004, 87(3):327-339.
12. Goel V., Grafman J. Are the frontal lobes implicated in planning functions? Interpreting data from the Tower of Hanoi. Neuropsychologia 1995, 33(5):623-642.
13. Guerin B. Mere presence of humans: A review. Journal of Experimental Social Psychology 1986, 22(1):38-77.
14. Herberg J.S., Saylor M.M., Ratanaswasd P., Levin D.T., Wilkes D.M. Audience-contingent variation in action demonstrations for humans and computers. Cognitive Science 2008, 32:1003-1019.
15. Iacoboni M. Imitation, empathy, and mirror neurons. Annual Review of Psychology 2009, 60:653-670.
16. Juel C. What makes literacy tutoring effective?. Reading Research Quarterly 1996, 31(3):268-289.
17. Keysar B., Shuhong L., Barr D.J. Limits of theory of mind use in adults. Cognition 2003, 89(1):25-41.
18. Leslie A.M., Friedman O., German T.P. Core mechanisms in theory of mind. Trends in Cognitive Sciences 2004, 8:528-533.
19. Levine J.M., Resnick L.B., Higgins E.T. Social foundations of cognition. Annual Review of Psychology 1993, 44:585-612.
20. Lin S., Keysar B., Epley N. Reflexively mindblind: Using theory of mind to interpret behaviors requires effortful attention. Journal of Experimental Social Psychology 2010, 46:551-556.
21. Nel E., Helmreich R., Aronson E. Opinion change in the advocate as a function of the persuasibility of his audience: A clarification of the meaning of dissonance. Journal of Personality and Social Psychology 1969, 12(2):117-124.
22. Nickerson R.S. How we know-and sometimes misjudge-what others know: Imputing one's own knowledge to others. Psychological Bulletin 1999, 125:737-760.
23. Roscoe R., Chi M. Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research 2007, 77(4):534-574.
24. Simon H.A. The functional equivalence of problem solving skills. Cognitive Psychology 1975, 7(2):268-288.
25. Smilek D., Enns J.T., Eastwood J.D., Merikle P.M. Relax! Cognitive strategy influences visual search. Visual Cognition 2006, 14(4):543-564.
26. Topping K. Trends in peer learning. Educational Psychology 2005, 25(6):631-645.
27. Topping K., Campbell J., Douglas W., Smith A. Cross-age peer tutoring of in mathematics with seven and 11-year olds: Influence on mathematical vocabulary, strategy, dialogue, and self-concept. Educational Research 2003, 45(3):287-308.
28. Topping K., Peter C., Stephen P., Whale M. Cross-age peer tutoring of science in the primary school: Influence on scientific language and thinking. Educational Psychology 2004, 24(1):57-75.
29. VanLehn K., Siler S., Murray C., Yamauchi T., Baggett W.B. Why do only some events cause learning during human tutoring?. Cognition and Instruction 2003, 21(3):209-249.
30. Vollmeyer R., Burns B.D., Holyoak K.J. The impact of goal specificity on strategy use and the acquisition of problem structure. Cognitive Science 1996, 20:75-100.
31. Wagster J., Tan J., Wu Y., Biswas G., Schwartz D. Do learning by teaching environments with metacognitive support help students develop better learning behaviors?. The 29th annual meeting of the cognitive science society 2007, 695-700.
32. Wicklund R.A., Duval S. Opinion change and performance facilitation as a result of objective self-awareness. Journal of Experimental Social Psychology 1971, 7:319-342.
33. Wood W. Attitude change: Persuasion and social influence. Annual Review of Psychology 2000, 51:539-570.
34. Zajonc R.B. Social facilitation. Science 1965, 149:269-274.
35. Zajonc R.B., Sales S.M. Social facilitation of dominant and subordinate responses. Journal of Experimental Social Psychology 1966, 2(2):160-168.