caa a22 4500 475789164 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20001201xx s 000 0 eng 10.1007/BF03172984 doi (NATIONALLICENCE)springer-10.1007/BF03172984 Social processes and creative collaboration in children [Elektronische Daten] [Raymond MacDonald, Dorothy Miell, Louise Morgan] Although there is an extensive body of literature that investigates the process and outcomes of children's collaboration on scientific reasoning tasks, very little work has focussed on the nature and quality of children's collaboration on creative tasks. One study reported here used a questionnaire to music teachers to ask about their typical design of musical tasks in the classroom and the factors that influenced these decisions. A further study reported here investigated the effects of friendship, gender and previous musical experience upon the interactional processes and musical outcome of children's collaborative compositions. The design included comparison between friendship pairs and non-friendship pairs and also between males and females, with 11-12 year old children at an English middle school. All pairs consisted of one child with previous musical experience and one child without. All compositional sessions were video taped and the musical and verbal elements were coded with reference to the proportion of transactive and non-transactive elements present. Results demonstrated that the communication (both verbal and musical) between the friendship pairs was qualitatively different from the communication in the non-friendship pairs. Specifically, the friendship pairs showed more transactive communication and, when a teacher rated the final compositions, the friendship pairs scored significantly higher. Multiple regression analysis highlighted that the amount of transactive communication was a significant predicator of the quality of the children's composition. The results are discussed with reference to the nature of communication, the impact of friendship and the assessment of creative work. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Collaborative working nationallicence Creative tasks nationallicence Friendship nationallicence Musical composition nationallicence Transactive communication nationallicence MacDonald Raymond Department of Psychology, Glasgow Caledonian University, Cowcaddens Road, G4 OBA, Glasgow, Scotland aut Miell Dorothy Department of Psychology, The Open University, MK 7 6AA, Milton Keynes, UK aut Morgan Louise Department of Psychological Medicine, University of Wales College of Medicine, CF14 4XN, Heath Park, Cardiff aut European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 405-415 0256-2928 15:4<405 2000 15 10212 https://doi.org/10.1007/BF03172984 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03172984 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- MacDonald Raymond Department of Psychology, Glasgow Caledonian University, Cowcaddens Road, G4 OBA, Glasgow, Scotland aut NATIONALLICENCE 700 1- Miell Dorothy Department of Psychology, The Open University, MK 7 6AA, Milton Keynes, UK aut NATIONALLICENCE 700 1- Morgan Louise Department of Psychological Medicine, University of Wales College of Medicine, CF14 4XN, Heath Park, Cardiff aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 405-415 0256-2928 15:4<405 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer