Patterns of cooperation, conflict, and domination in children's collaborative problem-solving
Master of Science (MS)
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Third Advisor's Name
Cooperativeness in children, Problem solving in children, Child psychology
Date of Defense
This study examined the influence of age, expertise, and task difficulty on children's patterns of collaboration. Six- and eight-year-old children were individually pretested for ability to copy a Lego model and then paired with each other and asked to copy two more models. The design was a 3 (dyad skill level: novice, expert, or mixed) X 2 (age: six or eight) X 2 (task difficulty: moderate or complex) factorial. Results indicated that cooperation increased with age and expertise and decreased with task difficulty. However, expertise had a greater influence on younger than older children's interaction styles. It is argued that with age, social skills may become as important as expertise in determining styles of collaboration. The issue is raised of whether cooperation, domination, and independence represent developmental sequences (i.e., independence precedes cooperation) or whether they represent personal styles of interaction. Finally, it is suggested that an important goal for future research is to assess the relationship between patterns of collaboration and learning.
Bramel, Michael H., "Patterns of cooperation, conflict, and domination in children's collaborative problem-solving" (1987). FIU Electronic Theses and Dissertations. 1744.
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