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Feedback, Adult Intervention, and Peer Collaboration in Initial Logo Learning

Martin Hughes and Pamela Greenhough
Cognition and Instruction
Vol. 13, No. 4, Processes and Products of Collaborative Problem Solving: Some Interdisciplinary Perspectives (1995), pp. 525-539
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3233790
Page Count: 15
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Feedback, Adult Intervention, and Peer Collaboration in Initial Logo Learning
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Abstract

We assigned 144 children (mean age = 6 years, 11 months) at random to one of four conditions: (a) child alone, (b) child-plus-peer, (c) child-plus-adult (the child's teacher), or (d) child-plus-peer-plus-adult. The task was to control a Turtle using simple Logo commands, and a feedback model of task performance was used to generate pretest and posttest measures. Children working with an adult (Conditions C and D) performed significantly better than children working without an adult (Conditions A and B); however, there were no significant effects due to condition either on subsequent individual performance or on pretest to posttest gains. Analysis of interaction in the child-plus-adult condition showed that the adults' interventions did not consistently result in either the prevention of error or its productive use in debugging. It is concluded that feedback and collaboration may not be additive in their effects on learning.

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