The role of talk in children's peer collaborations.

Abstract

The role of talk in children's peer collaborations using a computer-based scientific reasoning task was investigated in this study. Seventy 4th-grade students were assigned to work alone or with a samesex partner for 120-min session. Half of the children in each condition (alone and dyads) were asked to talk as they worked, and half were not. Significant performance differences between groups were present, although there were no significant differences in experimental activity. Talk dyads generated better hypotheses than no-talk alones and no-talk dyads, and talk alones did not generate better hypotheses than no-talk alones. Analyses of children's talk showed that talk dyads produced more talk overall and more interpretive types oftalk than talk alones. The importance of peer collaborations as a social context that supports interpretive cognitive processes was discussed