Social influences on children's development of relational thinking during small-group discussions

被引：20
|
作者：
Lin, Tzu-Jung [1 ]
Anderson, Richard C. [2 ]
Jadallah, May [3 ]
Kim Nguyen-Jahiel [2 ]
Kim, Il-Hee [4 ]
Kuo, Li-Jen [5 ]
Miller, Brian W. [6 ]
Logis, Handrea A. [7 ]
Dong, Ting [8 ]
Wu, Xiaoying [2 ]
Li, Yuan [2 ]
机构：
[1] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA
[2] Univ Illinois, Ctr Study Reading, Champaign, IL 61820 USA
[3] Illinois State Univ, Sch Teaching & Learning, Normal, IL 61790 USA
[4] Indiana Univ Purdue Univ, Coll Educ & Publ Policy, Ft Wayne, IN 46805 USA
[5] Texas A&M Univ, Dept Teaching Learning & Culture, College Stn, TX 77843 USA
[6] Towson Univ, Dept Elementary Educ, Towson, MD 21252 USA
[7] Univ Illinois, Dept Educ Psychol, Champaign, IL 61820 USA
[8] Uniformed Serv Univ Hlth Sci, Dept Prevent Med & Biometr, Bethesda, MD 20814 USA
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2015年 / 41卷
关键词：
Relational thinking; Friendship; Peer status; Social network; Proximal development; Dialogic interaction; NETWORK CENTRALITY; ELEMENTARY-SCHOOL; CLASSROOM; ACHIEVEMENT; PERFORMANCE; POPULARITY; DIMENSIONS; DISCOURSE; BELIEFS; FAILURE;
D O I：
10.1016/j.cedpsych.2014.12.004
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This microgenetic study strived to understand instantaneous peer influences on the moment-by-moment and session-by-session development of relational thinking within and across dialogic small-group discussions using an approach called Collaborative Reasoning. An analysis encompassing 32,511 turns for speaking during 176 discussions indicated that peer support and refutation influenced the development of relational thinking within (micro-level) and across (macro-level) discussions, and was mediated by friendship and peer status. Support was mainly mediated by friends and children with high status. Observing reciprocated friends' supportive talk encouraged students to generate confirmational relational thinking in the next turn for speaking. Refutation was mainly mediated by children with high status. Quiet students generated less refutation. The study documents the proximal effects of peer status and friendship on the social and cognitive dynamics of collaborative discussions. (C) 2014 Elsevier Inc. All rights reserved.
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页码：83 / 97
页数：15
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