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ELABORATIVE AND CRITICAL DIALOG: TWO POTENTIALLY EFFECTIVE PROBLEM-SOLVING AND LEARNING INTERACTIONS

Hausmann, Robert G.M. (2005) ELABORATIVE AND CRITICAL DIALOG: TWO POTENTIALLY EFFECTIVE PROBLEM-SOLVING AND LEARNING INTERACTIONS. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Recent research on learning individual monologs and collaborative problem solving suggests that students learn best when they are required to be active participants in interactive dialogs. However, some interactive dialogs are more conducive to learning than others. Two dialog patterns that seem to be effective in producing successful problem solving and deep learning are elaborative and critical interactions. The goal of the present study is to evaluate the relative impact of each dialog on learning and problem solving by experimentally manipulating the types of conversations in which dyads engage.Undergraduate participants were randomly assigned to one of four conditions: a singleton control, a dyadic control, an elaborative dyad, or a critical dyad. The domain chosen for the experiment was a bridge optimization task in which individuals or dyads modified a simulated bridge, with the goal of making it as inexpensive as possible.Both problem solving and learning from the simulation were assessed. Performance on the task included a combination of two factors: the quality of the design and the price. Overall learning was measured by the gain from pre- to posttest on isomorphic evaluations, and was further decomposed into text-explicit and inferential knowledge. The results suggest elaboration is easier to train and led to stronger problem solving and learning than the control condition, whereas the critical interactions were more difficult to instruct and led to problem solving and learning equal to the control condition.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Hausmann, Robert G.M.bobhaus@pitt.eduBOBHAUS
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairChi, Michelene T.Hchi@pitt.eduCHI
Committee MemberSchunn, Christian Dschunn@pitt.eduSCHUNN
Committee MemberSchooler, Jonathan Wjschooler@psych.ubc.ca
Committee MemberCrowley, Kevin
Date: 4 October 2005
Date Type: Completion
Defense Date: 5 July 2005
Approval Date: 4 October 2005
Submission Date: 17 August 2005
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: empirical study; human learning; human problem solving
Other ID: http://etd.library.pitt.edu/ETD/available/etd-08172005-144859/, etd-08172005-144859
Date Deposited: 10 Nov 2011 19:59
Last Modified: 15 Nov 2016 13:49
URI: http://d-scholarship.pitt.edu/id/eprint/9144

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