Linkages between cognitive and social dialogue patterns during collaborative small-group discussions |
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| Institution: | 1. School of Education, Shanghai Jiao Tong University, China;2. Department of Educational Studies, The Ohio State University, USA;3. Department of Teaching and Learning, The Ohio State University, USA;4. Faculty of Education and Social Work, University of Auckland, New Zealand;5. College of Education, University of Kentucky, USA;1. Department of Specialized Education Services, School of Education, University of North Carolina Greensboro, 1300 Spring Garden Street, Greensboro, NC, 27412, USA;2. Department of Special Education, School of Education, Ondokuz Mayis University, Samsun, Turkey;3. Carsamba District Directorate of National Education, Samsun, Turkey;1. Johannes Gutenberg University Mainz, Institute of Educational Science, Jakob-Welder-Weg 12, 55128, Mainz, Germany;2. University of Tuebingen, Department of Education, Muenzgasse 22-30, 72070, Tuebingen, Germany;3. Karlsruhe University of Education, Institute for School and Teaching Improvement, Bismarckstraße 10, 76133, Karlsruhe, Germany;1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA;2. University of Auckland, Auckland, New Zealand;3. Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA;4. Department of Educational Studies, The Ohio State University, Columbus, OH, 43210, USA |
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| Abstract: | BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions. |
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| Keywords: | Collaborative small-group discussion Dialogue patterns Cognitive processing Social cohesion Social network analysis |
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