Effects of cooperation and editing on instruction writing performance

Angela M. O’Donnell; Celia O. Larson; Donald F. Dansereau; Thomas R. Rocklin

doi:10.1080/00220973.1986.10806422

Effects of cooperation and editing on instruction writing performance

Angela M. O’Donnell, Celia O. Larson, Donald F. Dansereau, Thomas R. Rocklin

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

The study examined the effects of editing and cooperation on an instruction writing task. Performance on an individual transfer task was also assessed. Eighty-nine students participated in the experiment. The students’ instructions were scored for communicativeness and completeness. The results of the study showed that dyads significantly outperformed individuals on a communication score and noneditors outperformed editors. Significant differences were also found for the completeness score with editors outperforming individuals on the first task. No significant differences on completeness were found for the transfer task.

Original language	English (US)
Pages (from-to)	207-210
Number of pages	4
Journal	Journal of Experimental Education
Volume	54
Issue number	4
DOIs	https://doi.org/10.1080/00220973.1986.10806422
State	Published - 1986
Externally published	Yes

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology

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10.1080/00220973.1986.10806422

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AU - O’Donnell, Angela M.

AU - Larson, Celia O.

AU - Dansereau, Donald F.

AU - Rocklin, Thomas R.

PY - 1986

Y1 - 1986

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AB - The study examined the effects of editing and cooperation on an instruction writing task. Performance on an individual transfer task was also assessed. Eighty-nine students participated in the experiment. The students’ instructions were scored for communicativeness and completeness. The results of the study showed that dyads significantly outperformed individuals on a communication score and noneditors outperformed editors. Significant differences were also found for the completeness score with editors outperforming individuals on the first task. No significant differences on completeness were found for the transfer task.

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JO - Journal of Experimental Education

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IS - 4

ER -

Effects of cooperation and editing on instruction writing performance

Abstract

All Science Journal Classification (ASJC) codes

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