Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols

2019 ◽

Vol 286 (1901) ◽

pp. 20190408 ◽

Cited By ~ 7

Author(s):

Alicia P. Melis ◽

Michael Tomasello

Keyword(s):

Problem Solving ◽

Pan Troglodytes ◽

Cognitive Skills ◽

Collaborative Problem Solving ◽

Collaborative Problem ◽

Pointing Gestures ◽

Communicative Strategy ◽

Collaborative Activities ◽

Successful Collaboration ◽

Problem Solving Task

Successful collaboration often relies on individuals' capacity to communicate with each other. Despite extensive research on chimpanzee communication, there is little evidence that chimpanzees are capable, without extensive human training, of regulating collaborative activities via communication. This study investigated whether pairs of chimpanzees were capable of communicating to ensure coordination during collaborative problem-solving. The chimpanzee pairs needed two tools to extract fruits from an apparatus. The communicator in each pair could see the location of the tools (hidden in one of two boxes), whereas only the recipient could open the boxes. The subjects were first successfully tested for their capacity to understand the pointing gestures of a human who indicated the location of the tools. In a subsequent conspecifics test, the communicator increasingly communicated the tools’ location, by approaching the baited box and giving the key needed to open it to the recipients. The recipient used these signals and obtained the tools, transferring one of the tools to the communicator so that the pair could collaborate in obtaining the fruits. The study suggests that chimpanzees have the necessary socio-cognitive skills to naturally develop a simple communicative strategy to ensure coordination in a collaborative task.

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The role of context in a collaborative problem-solving task during professional development

Technology Pedagogy and Education ◽

10.1080/1475939x.2015.1062412 ◽

2015 ◽

Vol 25 (3) ◽

pp. 395-412 ◽

Cited By ~ 3

Author(s):

Giuseppe Ritella ◽

Maria Beatrice Ligorio ◽

Kai Hakkarainen

Keyword(s):

Professional Development ◽

Problem Solving ◽

Collaborative Problem Solving ◽

Collaborative Problem ◽

Problem Solving Task

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Sharing the same languages helps us work better together

Palgrave Communications ◽

10.1057/s41599-019-0365-z ◽

2019 ◽

Vol 5 (1) ◽

Author(s):

W. Quin Yow ◽

Tony Zhao Ming Lim

Keyword(s):

Problem Solving ◽

Language Proficiency ◽

Divergent Thinking ◽

Critical Role ◽

Collaborative Problem Solving ◽

Pair Type ◽

Insight Problem ◽

Collaborative Problem ◽

Insight Problem Solving ◽

Problem Solving Task

AbstractCollaborative problem-solving, the mutual engagement of people in a coordinated effort to solve a problem together, plays a critical role in the increasingly complex, linguistically diverse, and interconnected world. In particular, being able to communicate in the same languages provides a critical platform for facilitating problem solving among members of a multilingual team. Little research has explored whether sharing the same spoken languages would boost collaborative problem-solving over and beyond the effects of possible confounding variables such as language proficiency, personality, ethnicity, nationality, and non-verbal intelligence. This study manipulated the sharing of same languages by pairing 118 English-speaking bilingual participants either with someone who shares the same two spoken languages as themselves (English-same pair) or with someone who differs in one language (English-different pair). We explored whether such sharing of the same languages enhances collaborative problem-solving in multilingual pairs. Participants completed the Raven’s Matrices individually, as well as an insight problem-solving task (Triangle of Coins task) and a divergent thinking task (Mind-mapping) in pairs. English-same pairs performed better than English-different pairs in the insight problem-solving task but not in the divergent thinking task. English-different pairs collaborated (mean number of turns per minute) and communicated (mean number of utterances) more than English-same pairs in the divergent thinking task, although the effect of pair type on communication was fully mediated by a difference in ethnicity within pairs. More collaboration could have been needed between English-different pairs in the divergent thinking task to achieve comparable performance as English-same pairs, possibly due to the different communication processes experienced by English-different pairs. This study provides insights to the role of sharing spoken languages in enhancing collaborative problem-solving in small multilingual groups.

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Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

Techniques for Fostering Collaboration in Online Learning Communities ◽

10.4018/978-1-61692-898-8.ch014 ◽

2011 ◽

pp. 245-260

Author(s):

Symeon Retalis ◽

Ourania Petropoulou ◽

Georgia Lazakidou

Keyword(s):

Problem Solving ◽

Performance Assessment ◽

Collaborative Problem Solving ◽

Process Assessment ◽

Computer Supported Collaborative Learning ◽

Exploratory Case Study ◽

Collaborative Problem ◽

Depth Analysis ◽

Tools And Techniques

Teachers often utilise a Computer-Supported Collaborative Learning (CSCL) strategy to teach a concept, a method, a problem, and so forth. Following guidelines from a script (based on a CSCL strategy), they must ultimately assess their students’ performance during their engagement in various learning activities; however, content and process assessments differ from script to script. Thus, a teacher faces a serious problem during content and process assessment. Here, the authors present a holistic framework for performance assessment and specify indexes for it. The authors aim to facilitate the teacher/evaluator’s work by equipping him or her with easy-to-apply tools and techniques for in-depth analysis of interactions. Finally, they describe our application of the proposed framework in an exploratory case study of a problem-solving activity in which a complex collaborative strategy is applied.

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