Effects of group experience on individual problem solving.

Hudgins, Bryce B.

doi:10.1037/h0038574

Cited by 33 publications

(12 citation statements)

References 8 publications

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“…The possibility that individual resources for performing a task effectively improve as a function of social interaction between group members during collective task performance has been described in the literature as 'group-to-individual transfer' (G-I transfer, e.g. Hudgins, 1960;Laughlin & Sweeney, 1977). G-I transfer has been predominantly investigated in educational and developmental psychology (for reviews see, for example, Azmitia, 1996;Dillenbourg, Baker, Blaye, & O'Malley, 1996;Slavin, 1992).…”

Section: Group-to-individual Transfermentioning

confidence: 99%

A Dynamic Model of Group Performance: Considering the Group Members’ Capacity to Learn

Brodbeck¹,

Greitemeyer

2000

Group Processes & Intergroup Relations

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A dynamic model of group performance is suggested that combines the group learning approach and the combination of contributions approach. Three hypotheses are tested in two experiments, comparing individual training conditions with mixed group and individual training conditions on subsequent nominal and collective group performance of rule induction tasks under identical time constraints. As predicted, collective group performance improves as a function of group experience, nominal group performance improves as a function of improved individual resources for performing the task individually, and group experience reduces process losses by improving individuals' ability to collaborate efficiently. Several experiments from the literature that address issues of group learning are analyzed in the light of the propositions made in the dynamic model. Overall, theoretical and experimental approaches to investigating group learning phenomena are discussed.We present a dynamic model of group performance that integrates theoretical work and experimental research on group learning phenomena. The model is guided by the assumption that actual group performance is a function of group potential performance minus process loss plus process gain (e.g. Forsyth, 1999). Furthermore, it combines two theoretical approaches to the study of small group performance, the combination of contributions approach and the group learning approach. The essential assumption of the combination of contributions approach is that group interaction can be modeled as a mapping process from a dispersed array of group members' resources (e.g. correct or incorrect responses to a logic problem) to a single group response (for a G P I R

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Section: Group-to-individual Transfermentioning

confidence: 99%

A Dynamic Model of Group Performance: Considering the Group Members’ Capacity to Learn

Brodbeck¹,

Greitemeyer

2000

Group Processes & Intergroup Relations

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“…It is a well-known fact that groups perform better in problem-solving and idea generation than individuals in terms of time taken, the number of problems solved, and the number of solutions generated [19]. Past research confirms that groups with better collaboration perform better in problem solving and creativity [20,21].…”

Section: B Multiplayer Collaborationmentioning

confidence: 62%

Transition to 3D Social Networking

Dingli

Seychell

Mifsud

et al. 2012

2012 International Conference on Cyberworlds

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Abstract-In this paper we analyse the theoretical underpinnings underlying collaboration in virtual environments and propose a 3D Virtual World (VW) approach to the construction and facilitation of communities of practice within the context of social innovation. Although connected networks can emerge from 'flat' 2D Social Networks, while face-to-face meetings have been proven successful to undertake innovative entrepreneurial ventures, the 3D VW approach possesses affordances that can be exploited to augment the experience. We propose a model for a 3D Virtual World, as part of the Euro SouthHub project, that facilitates the social innovation experience through collaboration and the setting up of communities of practice, using the Virtual Environment to move towards producing solutions for a better physical world.

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“…Amaria et al., 1964; Slavin & Tanner, 1979; Johnson, Skon & Johnson, 1980) but there is also evidence which has failed to show any individual cognitive gain (e.g. Hudgins, 1960; Peterson & Janicki, 1979; Webb & Kenderski, 1984) even with very similar tasks (e.g. Ringel & Springer, 1980;Glachan & Light, 1982).…”

Section: Discussionmentioning

confidence: 99%

Groupwork and computers: task type and children's performance

Jackson

Kutnick

1996

Computer Assisted Learning

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In the majority of British primary schools, children use the computer in groups of two or three. This is partly due to the lack of resources, that is, most classrooms still only have one or two computers to share between around 30 children. Groupwork on computers is also justified for pedagogic reasons. Previous research comparing children working in groups or alone has revealed an advantage for children working in groups although the work undertaken has generally been problem solving tasks. This investigation examined the performance of pairs and individual &year old children on a drill and practice program using a pretest, intervention, post-test design. In comparison to the problem solving evidence, individuals were found to have a significant advantage over pairs during the computer-based task.

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Effects of group experience on individual problem solving.

Cited by 33 publications

References 8 publications

A Dynamic Model of Group Performance: Considering the Group Members’ Capacity to Learn

A Dynamic Model of Group Performance: Considering the Group Members’ Capacity to Learn

Transition to 3D Social Networking

Groupwork and computers: task type and children's performance

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