Abstract
ABSTRACT The purpose was to investigate cognitive strategies as differential determinants of co‐operative learning in peer‐based interaction environments. Computer‐supported Intentional Learning Environment (CSILE) was used. Participants were 51 students who studied in 3rd Grade classrooms. There were three individual working conditions: optimistic, pessimistic and defensive pessimistic. A total of 52 homogeneously or heterogeneously paired dyads on a measure of cognitive strategies were observed. Results show that individual working conditions are more productive than dyadic conditions. Specifically, optimistic strategy is related to better processing of ideas in databases than the other strategies. Moreover, heterogeneous dyads are not so beneficial configurations. Pessimistic strategy is not so debilitating a strategy as is usually assumed. This study shows that different cognitive strategies, and configurations of them, produce different kinds of results in the processing of ideas with computer‐supported learning environments.
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