Evidence exists that children's understanding can be facilitated through collaborative group work with peers, but little is known about the underlying processes. When processes are discussed, they are typically assumed to involve the assimilation of superior ideas that are constructed jointly. However, the assimilation of joint constructions…

Children often overestimate their contribution to collaborative activities. Across 2 studies, the authors investigated whether this memory bias supports internalization of the actions of others in the context of joint exchanges. After taking turns with (high collaborative condition; Studies 1 and 2) or working independently of (low collaborative…

This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of Mexico (and whose mothers averaged only 7 grades of schooling) coordinated more often as…

Outlines a low-cost introductory adventure program. Discusses proper activity sequencing to ensure participation and group unity, adaptation of activities to participant needs, incorporation of briefing and debriefing, and the leader's role. Describes ice breakers, trust-building activities, and simple rope courses. (SV)

Research investigating the response of primary school children to active group work showed that the children benefitted from approaching tasks as a group rather than as individuals. In addition, prior friendship within the group was found to positively influence group performance. (RM)

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two…

The need is present for children to "unlearn" to play in a competitive and unsupportive environment and to return to natural and cooperative ways of playing. The advantage of a noncompetitive play structure is that it provides ground where players practice interacting and speaking supportively and appreciatively to each other. Players are then…

Examined group and individual factors that facilitate changes in cooperation and learning outcomes in trained and untrained work groups of elementary school-age children (N=192). Results indicate observable differences between student interactions in the two conditions. Trained students were more cooperative and helpful to each other, compared to…

Examines the importance of goals and style in female competition. Describes an ethnographic study of 27 girls and 12 boys playing a ball game at a Quaker school. Finds that the girls used stereotypically feminine rhetoric to support aggressive competition. (FMW)