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Transactive Peer Tutoring: Distributing Cognition and Metacognition

Alison King
Educational Psychology Review
Vol. 10, No. 1, Distributed Cognition (March 1998), pp. 57-74
Published by: Springer
Stable URL: http://www.jstor.org/stable/23359437
Page Count: 18
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Transactive Peer Tutoring: Distributing Cognition and Metacognition
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Abstract

"ASK to THINK—TEL WHY®©"3 is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a "person-plus" cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during "ASK to THINK—TEL WHY®©" (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge.

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