Collaborative learning (CL) can be a powerful method for sharing understanding between learners. To this end, strategic regulation of processes, such as cognition and affect (including metacognition, emotion and motivation) is key. Decades of research on self-regulated learning has advanced our understanding about the need for and complexity of…

Problem solving follows a cycle of inquiry where the individual iterates between finding possible paths and exploring their likely effectiveness before selecting one as a possible solution. The cycle is enhanced through proximal processes because the number of paths that can be explored in depth are greater when more people work on the same…

Cognition in work teams has been predominantly understood and explained in terms of shared cognition with a focus on the similarity of static knowledge structures across individual team members. Inspired by the current zeitgeist in cognitive science, as well as by empirical data and pragmatic concerns, we offer an alternative theory of team…

There is a missing link between our understanding of teaching as high-level social phenomenon and teaching as a physiological phenomenon of brain activity. We suggest that the science of human interaction is the missing link. Using over one-million days of human-behavior data, we have discovered that "collective activenes" (CA), which indicates…

Advancing knowledge in many areas of psychology and neuroscience, underlined by dazzling images of brain scans, appear to many professionals and to the public to show that people are on the way to explaining cognition purely in terms of processes within the individual's head. Yet while such cognitive individualism still dominates the popular…

In interdisciplinary or intercultural groups, it is highly important that the members of the group are able to apply and share knowledge across the standard boundaries that exist around disciplines and practices. Often, a lot of effort is required to avoid pitfalls such as misunderstandings, judgemental discussions or just the inability to…

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and…

Theory and research are presented relating the need for cognitive closure to major facets of group behavior. It is suggested that a high need for closure, whether it is based on members' disposition or the situation, contributes to the emergence of a behavioral syndrome describable as group-centrism--a pattern that includes pressures to opinion…

Adventure therapy infuses experiential, physical activity into traditional talk therapy, drawing support from Piaget's theory that children construct knowledge from their actions on the environment. Several vignettes illustrate the point, noting the importance of laughter and physical touch to therapy. Using ropes for a "touch without…

This monograph, one of a series initiated by the North Dakota Study Group on Evaluation, describes the background and workings of a set of seminars in which experienced teachers from different schools meet regularly to study children's thinking. Anecdotal accounts from seminar discussions are utilized extensively throughout. Chapter I examines the…

Mutual Group Hypnosis is discussed in terms of its similarity to group dynamics in general and in terms of its similarity to a social interaction program (Role Modeling) designed to foster the expression of warmth and acceptance among group members. Hypnosis also fosters a regression to prelogical thought processes in the service of the ego. Group…

Introduces a descriptive system of analysis of peer-group interaction that consists of a three-dimensional analysis of peer-group interaction by focusing on the functions of verbal interaction and the nature of cognitive processing and social processing. Twenty 12-year-old students from one Finnish classroom participated in the study. Empirical…

This article elaborates a model for understanding pedagogy in online educational forums. The model identifies four key components. Intellectual engagement describes the foreground cognitive processes of collaborative learning. Communication processes operating in the background accumulate an ever richer store of shared understandings that enable…

Contemporary social psychology takes a simplistic approach to the conceptualization and measurement of intergroup attitudes. Most definitions involve only the affective component of attitudes, and most measurement devices are restricted self-report, paper and pencil questionnaires. A broader and more flexible approach is required to adequately…

This paper explores the relationship between the concept of cognitive apprenticeship and situated cognition and the social construction of knowledge. Cognitive apprenticeship is the enculturation of students into authentic practices through authentic activity and social interaction in a way similar to that which is evident--and evidently…