The shift in roles in the expert-novice dyad.
Item
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Title
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The shift in roles in the expert-novice dyad.
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Identifier
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AAI9830730
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identifier
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9830730
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Creator
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LeBlanc, Gess Alan.
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Contributor
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Adviser: David J. Bearison
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Education, Early Childhood | Psychology, Cognitive | Education, Educational Psychology
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Abstract
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In this research, expert-novice kinds of interactions between same-aged peers in first, third and fifth grades were observed and analyzed. One subject (referred to as the expert) within each dyad was asked to teach a board game that he or she had previously created with a partner to a new subject (referred to as the novice). Microgenetic analyses of expert-novice peer interactions were conducted in an attempt to determine the strategies and methods used by children to instruct their same-aged peers. Of particular focus was the development of a system of coding that served as a conceptual tool for discussing the transmission of information necessary for task success and the interpersonal skills utilized to maintain roles in dyadic interactions between peers. Findings suggest qualitative differences in the kinds of strategies used by children to provide and gain information. Additionally, results indicate developmental differences in the strategies used to maintain or challenge a position of power with respect to a peer. Fifth grade subjects provide greater instructional clarity, ask fewer task-relevant questions, and maintain their position of power with greater consistency than third or first grade subjects. Findings suggest that qualitative shifts exist in the nature of the interactions between experts and novices. As the dyadic interaction proceeds, the relationship between partners shifts from one reflecting instructional properties to one reflecting collaborative properties. Factors contributing to such shifts in roles as well as the implications such shifts have on the dyadic activity are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
