Journal Articles

Effects of Sequences of Cognitions on Group Performance Over Time

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Extending past research showing that sequences of low cognitions (low-level processing of
information) and high cognitions (high-level processing of information through questions
and elaborations) influence the likelihoods of subsequent high and low cognitions, this study
examines whether sequences of cognitions are related to group performance over time; 54
primary school students (18 triads) discussed and wrote an essay about living in another
country (32,375 turns of talk). Content analysis and statistical discourse analysis showed
that within each lesson, groups with more low cognitions or more sequences of low
cognition followed by high cognition added more essay words. Groups with more high
cognitions, sequences of low cognition followed by low cognition, or sequences of high
cognition followed by an action followed by low cognition, showed different words and
sequences, suggestive of new ideas. The links between cognition sequences and group
performance over time can inform facilitation and assessment of student discussions.

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Detail Information

Series Title

Small Group Research

Call Number

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Publisher

Thousand Oaks, CA : Sage Publications., 2017

Collation

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Language

English

ISBN/ISSN

10464964

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

Volume 48, Issue 2, April 2017; pp. 131–164

Subject(s)

collaborative learning
process analysis
statistical discourse analysis
temporal analysis

Specific Detail Info

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Statement of Responsibility

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