In the present study, we explored the effects of manipulations of cooperative learning scripts on the cognitive, social/affective, and metacognitive outcomes from initial and transfer tasks. We used combinations of free recall tests and subjective graphing methods to assess the three kinds of outcomes. Ninety-three participants completed the two-session experiment. During the first session, participants were assigned to (a) scripted dyads (b) unscripted dyads, or (c) a group of individuals. Participants studied the initial task in these conditions. All participants were assigned to new partners for the second task and worked together as unscripted dyads. They completed subjective graphs for both tasks. Dyads recalled more than individuals. Participants low in public self-consciousness recalled more than participants high in public self-consciousness and recalled the information more accurately. Scripted dyads were more positive about their second partners than unscripted dyads, and they perceived the situation as less anxiety-provoking than the individuals. In addition, the scripted dyads were more accurate in rating their performance.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology