Effects of metacognitive and elaborative activity on cooperative learning and transfer

Celia O. Larson, Donald F. Dansereau, Angela M. O'Donnell, Velma I. Hythecker, Judith G. Lambiotte, Thomas R. Rocklin

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

The effects of instructing pairs of students to engage in metacognitive activities (error correcting and key idea detection), elaborative activities (use of imagery, analogies, etc.), or neither during cooperative learning were examined for both initial cooperative learning and transfer to an individual learning task. The results suggest that metacognitive activity facilitates cooperative learning and elaborative activity facilitates transfer to individual learning. These findings have strong implications for the tailoring of cooperative learning strategies to instructional goals.

Original languageEnglish (US)
Pages (from-to)342-348
Number of pages7
JournalContemporary Educational Psychology
Volume10
Issue number4
DOIs
StatePublished - Oct 1985
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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