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Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities.

Wishart, J G, Willis, Diane, Cebula, K R and Pitcairn, T K (2007) Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities. American Journal on Mental Retardation, 112 (5). pp. 361-374. ISSN 0895 8017

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    Abstract/Description

    Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were investigated in three child groups: typically developing (TD) children, children with nonspecific intellectual disabilities (NSID) and children with Down syndrome (DS). Following collaboration, sorting performance improved significantly in lower ability partners in TD–TD pairings, with this pattern reversed in NSID–NSID pairings. Neither partner improved significantly in DS–NSID pairings, suggesting that the sociability attributed to children with DS did not necessarily support either their or their partner's learning in this social context.


    Item Type: Article
    Print ISSN: 0895 8017
    Uncontrolled Keywords: Collaborative learning; Intellectual disabilities; Metacognitive skills; NSID; TD; Down syndrome; DS;
    University Divisions/Research Centres: Faculty of Health, Life & Social Sciences > School of Nursing, Midwifery and Social Care
    Dewey Decimal Subjects: 300 Social sciences > 370 Education
    100 Philosophy & psychology > 150 Psychology > 153 Mental processes & intelligence
    Library of Congress Subjects: B Philosophy. Psychology. Religion > BF Psychology
    L Education > L Education (General)
    Item ID: 2259
    Depositing User: RAE Import
    Date Deposited: 03 Apr 2008 10:47
    Last Modified: 14 Feb 2013 16:36
    URI: http://researchrepository.napier.ac.uk/id/eprint/2259

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