Cooperative Writing: Direct Effects and Transfer

This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology clas...

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Bibliographic Details
Published in:Written communication 1985-07, Vol.2 (3), p.307-315
Main Authors: O'DONNELL, ANGELA M., DANSEREAU, DONALD F., ROCKLIN, THOMAS, LAMBIOTTE, JUDITH G., HYTHECKER, VELMA I., LARSON, CELIA O.
Format: Article
Language:English
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Summary:This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology classes and were randomly assigned to a cooperative or individual condition. The results of the study showed that students in the cooperative condition significantly outperformed the individual group on a measure of the communicative quality of the writing on both the initial task and on the transfer task (ps .05). It appears that cooperating dyads can improve the communicative quality of their instruction writing.
ISSN:0741-0883
1552-8472
DOI:10.1177/0741088385002003005