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This study examined the effects of two cooperative conditions on group discussions and metacognitive awareness. The reward condition used rewards to encourage group interdependence, whereas the strategic condition more directly emphasized the connection between strategy use and learning. Four 4th- and four 5th-grade classrooms participated. Cooperative discussions were observed over a 2-week period, and awareness was assessed through interviews that followed observations. The form of peer-group talk (e.g., frequency of explanations & questions) in both conditions remained relatively constant during the intervention. However, discussions in the strategic condition were more focused toward substantive task content. Talk from Week 1 to Week 2 was quite stable, although stability appears partially attributable to interaction patterns developed prior to the intervention. Finally, metacognitive awareness improved in both conditions, although between-condition differences favored the strategic condition.

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