{"pk":31810,"title":"Collaborative Explanations and Metacognition : Identifying Successful Learning Activities in the Acquisition of Cognitive Skills","subtitle":null,"abstract":"Individual differences in collaborative explanations during learning were analyzed to detennine effects on problem solving. Twenty-five university students with no prior programming experience worked through a sequence of programming lessons. For the Target lesson, subjects studied instructional texts and examples in either mixed performance-level dyads (collaborative dyad group) or individually (individual group) prior to individual programming activities. The collaborative dyad subjects were divided into equal sized groups of high-benefit and low-benefit dyad subjects based on Target lesson programming performance. Betweengroup analyses of the characteristics of the explanations generated by high-benefit and lowbenefit dyad subjects were investigated, including (a) explanation and metacognitive strategies, (b) content of elaborations, and (c) manner of generating elaborations. High-benefit dyad subjects were found to generate both a higher quantity and higher quality of elaborations. These results are compared to findings from prior research","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75s3n1ks","frozenauthors":[{"first_name":"Katerine","middle_name":"","last_name":"Bielaczyc","name_suffix":"","institution":"University of California Berkeley","department":""},{"first_name":"Peter","middle_name":"L .","last_name":"Pirolli","name_suffix":"","institution":"Xerox PARC","department":""},{"first_name":"Ann","middle_name":"L.","last_name":"Brown","name_suffix":"","institution":"University of California Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31810/galley/22878/download/"}]}