The Group as a Sociopsychological Setting for Learning

Abstract

Over the past decade, concern has increased for the interrelationships among variables in small-group research. The need for explanation of the interplay of structures and processes in the dynamics of small groups has long been appreciated (Homans, 1950). There has been much evidence in recent years of the growing sophistication of researchers and research methods in being able to handle multidimensional aspects of small-group research (Hare, 1962; Golembiewski, 1962). The increased ability to account for variability of findings as a function of identified interacting variables has direct application to education. In the educational setting there is little control of the many variables operating in the learning situation; thus, it is necessary to understand their dynamic relationships. In the theoretical phase, model building may offer direction to the solution of the problem of interacting variables. Three types of models hold exciting possibilities for untangling and giving order to the mass of accumulated data on small-group research: (a) the general systems theory, (b) the mathematical model, and (c) the electronic digital computer model. Noteworthy exemplars of the general systems theory are the works of Parsons, Bales, and Shils (1953), Homans (1950, 1961), Thelen (1959), and Heider (1958). A report on mathematical models was presented by Criswell and others (1962). The merits and possibilities of the electronic digital computer model were presented by Hare (1961) and Newell (1961). It is possible to combine the benefits of all three types; e.g., Gullahorn and Gullahorn (1963) combined certain basic propositions in Homans' work with an electronic digital computer model. The contributions that models may make to the educator's understanding and effective and efficient use of small groups are in the speculative stage. It is assumed that when educators are able to have a relatively coherent and comprehensive understanding of the dynamics of the interrelationships of variables, they will be able to best use the findings in small-group research. Previous reviews of the literature appear to fragment the results rather than to give order and relationship to the findings. In an attempt to relate the findings of research, the author of this chapter organized the material into a simple paradigm. For the organization of the data on small-group research so that one may look at structure, process, and outcome rather than at isolated variables (concepts) such as leadership, a paradigm of