Do Group Discussions Serve an Educational Purpose?
Author(s) / Creator(s)
Boy, Regina
Witte, Erich H.
Abstract / Description
This study examines the effects of two information components on observers' ability to learn from group discussion. A social emotional and a factual information component were integrated in videotaped group discussions of a classical problem-solving task. To eliminate normative influence observers were employed to evaluate manipulated performance quality (good/bad) and group atmosphere (harmonious/conflictual). It could be demonstrated that without comparison level observers were unable to detect differences in performance quality but were secure in identifying the group atmosphere. With possibility for comparison of manipulated discussions the group atmosphere was used to evaluate performance quality revealing that learning was based on the wrong cues. Variation of both components showed that by increased complexity reference points were not present any more to correctly evaluate performance quality. Results suggest that wrong individual learning effects are considerably detrimental to group problem-solving quality
Keyword(s)
Gruppendiskussion Informationsverhalten Gruppeneffektivität Lernen Beobachtung Gruppendynamik Gruppendiskussion Information Gruppenleistung Lernen Beobachter Gruppendynamik Learning group discussion desert-survival problem observer group atmosphere group performance problem solvingPersistent Identifier
Date of first publication
2007
Is part of series
Hamburger Forschungsberichte zur Sozialpsychologie;79
Citation
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HAFOS_79.pdfAdobe PDF - 1.35MBMD5: 3bff501a6ff448e5c72ebbb5fc5b09bf
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There are no other versions of this object.
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Author(s) / Creator(s)Boy, Regina
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Author(s) / Creator(s)Witte, Erich H.
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PsychArchives acquisition timestamp2022-11-17T11:08:07Z
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Made available on2008-12-11
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Made available on2015-12-01T10:30:40Z
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Made available on2022-11-17T11:08:07Z
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Date of first publication2007
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Abstract / DescriptionThis study examines the effects of two information components on observers' ability to learn from group discussion. A social emotional and a factual information component were integrated in videotaped group discussions of a classical problem-solving task. To eliminate normative influence observers were employed to evaluate manipulated performance quality (good/bad) and group atmosphere (harmonious/conflictual). It could be demonstrated that without comparison level observers were unable to detect differences in performance quality but were secure in identifying the group atmosphere. With possibility for comparison of manipulated discussions the group atmosphere was used to evaluate performance quality revealing that learning was based on the wrong cues. Variation of both components showed that by increased complexity reference points were not present any more to correctly evaluate performance quality. Results suggest that wrong individual learning effects are considerably detrimental to group problem-solving qualityen
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Persistent Identifierhttps://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bsz:291-psydok-23420
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Persistent Identifierhttps://hdl.handle.net/20.500.11780/538
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.9163
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Language of contenteng
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Is part of seriesHamburger Forschungsberichte zur Sozialpsychologie;79
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Keyword(s)Gruppendiskussionde
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Keyword(s)Informationsverhaltende
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Keyword(s)Gruppeneffektivitätde
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Keyword(s)Lernende
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Keyword(s)Beobachtungde
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Keyword(s)Gruppendynamikde
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Keyword(s)Gruppendiskussionde
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Keyword(s)Informationde
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Keyword(s)Gruppenleistungde
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Keyword(s)Lernende
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Keyword(s)Beobachterde
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Keyword(s)Gruppendynamikde
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Keyword(s)Learningen
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Keyword(s)group discussionen
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Keyword(s)desert-survival problemen
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Keyword(s)observeren
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Keyword(s)group atmosphereen
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Keyword(s)group performanceen
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Keyword(s)problem solvingen
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Dewey Decimal Classification number(s)150
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TitleDo Group Discussions Serve an Educational Purpose?en
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DRO typereport
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Visible tag(s)PsyDok