ERIC Number: ED336404
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Peer Collaboration: The Case for Treating the Dyad as the Unit of Analysis.
In a study of peer collaboration among children, the case is made for treating the dyad, rather than the individual, as the unit of analysis. Subjects included 154 children aged 5 to 9 years from a broad range of social classes. Children worked in 14 problems (representing 6 types of problems) predicting the movement of a balance beam. Children were either not paired with a partner or paired with a partner of equal, lower, or greater ability to perform the task. Results were examined for an individual member of the dyad or for the dyad as a unit. When the individual was treated as the unit of analysis, data indicated that children paired with a partner of greater ability tended to improve on their pretest scores, while those with a partner of lower ability tended to regress in their thinking. However, the scores disguised whether the more competent child raised his or her partner to the higher level, or the less competent partner was more convincing and caused the more competent partner to regress. Factors that uncover the true pattern of results are products of the dyadic interaction: the types of rules and reasoning employed, and the intersubjective understanding attained. To make sense of these findings, the dyad must be the unit of analysis. Four tables present study data. A 23-item list of references is included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Collaborative Learning; Dyads
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 19, 1991).