caa a22 4500 475789229 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20001201xx s 000 0 eng 10.1007/BF03172982 doi (NATIONALLICENCE)springer-10.1007/BF03172982 Primary school children's collaboration: Task presentation and gender issues [Elektronische Daten] [Helen Fitzpatrick, Margaret Hardman] This paper explores the specific characteristics of social interaction during an English language based task in the primary classroom, and the mediational role of the computer in structuring collaboration when compared to a non-computer mode of task presentation. 120 seven and nine year old boys and girls completed a computer and non-computer task, involving the joint resolution of similar language based problems, working in equal ability boy-boy, girl-girl or boy-girl partnerships. Each session was videotaped and the social interaction of the pairs of children categorised. All children were found to offer significantly more suggestions and engage more frequently in reciprocated eye contact when the task was presented as a computer activity. During the non-computer task children employed significantly more descriptions, explanations and declaratives. The mediational role of the computer was also observed in relation to gender issues. When collaboration broke down in mixed gender pairs, boys used specific dominating styles of interaction in the computer task (stating intentions, issuing instructions and rejecting partner's ideas without justification), whereas girls demonstrated the same dominating styles when collaboration broke down during the non-computer task. The findings support and further extend the results of previous research, and their implications are discussed in relation to collaborative work with computers in the primary classroom. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Classroom nationallicence Collaboration nationallicence Computer nationallicence Gender nationallicence Non-computer nationallicence Fitzpatrick Helen Centre for Research into Interactive Learning, Department of Psychology, University of Strathclyde, 40, George Street, G1 1QE, Glasgow, Scotland aut Hardman Margaret Department of Psychology, Faculty of Arts, Science & Education, Bolton Institute, Deane Road, BL3 5AB, Bolton aut European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 375-387 0256-2928 15:4<375 2000 15 10212 https://doi.org/10.1007/BF03172982 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03172982 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Fitzpatrick Helen Centre for Research into Interactive Learning, Department of Psychology, University of Strathclyde, 40, George Street, G1 1QE, Glasgow, Scotland aut NATIONALLICENCE 700 1- Hardman Margaret Department of Psychology, Faculty of Arts, Science & Education, Bolton Institute, Deane Road, BL3 5AB, Bolton aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 375-387 0256-2928 15:4<375 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer