Abstract
The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigned to experimental (n = 27) and control (n = 27) dyads. Dyads in each group were randomly assigned to either computerized or noncomputerized learning environments. Experimental tutors received training in the PMYC program whereas control tutors received general preparation for peer tutoring. Following the PMYC program, each dyad was assigned to a collaborative learning situation in which the older child taught his/her partner a problem solving task. All children were tested on a set of cognitive measures before and after the PMYC program. The findings showed that the experimental tutors used significantly higher levels of mediation strategies and achieved higher cognitive modifiability than did the control children in both learning environments. Children tutored in the computerized environment achieved higher cognitive modifiability than children tutored in the noncomputerized environment. The findings are discussed in light of Vygotsky and Feuerstein’s theories and recent research on peer-assisted learning.
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