Collaborative inhibition in same-age and mixed-age dyads.

2020 ◽  
Vol 35 (7) ◽  
pp. 963-973
Author(s):  
Summer R. Whillock ◽  
Michelle L. Meade ◽  
Keith A. Hutchison ◽  
Megan D. Tsosie
Keyword(s):  
Collaborative Inhibition ◽  
Mixed Age

Can Processing Social Information Reduce or Eliminate Collaborative Inhibition?

2011 ◽  
Author(s):  
Matthew R. Kelley ◽  
Matthew B. Reysen ◽  
Kayla Ahlstrand ◽  
Carli Pentz
Keyword(s):  
Social Information ◽  
Collaborative Inhibition

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

Psychotropic Drug Treatment in Anorexia Nervosa. Search for Differences in Efficacy/Tolerability Between Adolescent and Mixed-age Population

2013 ◽  
Vol 21 (5) ◽  
pp. 361-373 ◽  
Author(s):  
Matteo Balestrieri ◽  
Maria Ginevra Oriani ◽  
Annalisa Simoncini ◽  
Cesario Bellantuono
Keyword(s):  
Anorexia Nervosa ◽  
Drug Treatment ◽  
Psychotropic Drug ◽  
Mixed Age

Age, Cooperative vs Lecture Training, and Group Composition: Some Preliminary Findings of Effects on Performance

1995 ◽  
Vol 77 (1) ◽  
pp. 267-274 ◽  
Author(s):  
Yvonne Sell ◽  
Theresa J. B. Kline
Keyword(s):  
Problem Solving ◽  
Group Composition ◽  
Age Groups ◽  
Traditional Lecture ◽  
Undergraduate Women ◽  
Older Subjects ◽  
Mixed Age ◽  
Problem Solving Task

18 younger (under 25 years) and 18 older (over 39 years) undergraduate women were trained in problem-solving by either a cooperative or traditional lecture technique and in age-consistent, i.e., younger or older participants only, or mixed age, i.e., younger and older participants, groups. Analysis indicated that older subjects did not score as well on the problem-solving task (48.9 vs 43.9) where lower scores indicate better performance, particularly in mixed-age groups (58.2 vs 44.3); older subjects completed the task more quickly (349 sec. vs 466 sec), age-consistent groups completed the task equally quickly regardless of training; and age-inconsistent groups completed the task more quickly when cooperatively trained (183 sec. vs 390 sec).

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