Nokes - Dialectical Interaction and Robust Learning

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Dialectical Interaction and Robust Learning

Summary Table

PIs Timothy Nokes, John Levine
Other Contributers Daniel Belenky, Soniya Gadgil
Study Start Date Sep. 1, 2009
Study End Date May. 31, 2010
Site University of Pittsburgh
Number of Students N = ~180
Total Participant Hours ~360.
DataShop no data yet


Abstract

This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion.

Background & Significance

Glossary

Research questions

How do students learn when engaged in a debate? Do they integrate their own viewpoint with that of their opponent, or focus only on their own side? What factors play into this? Namely, does the format of the debate matter? What role does a student's affective experience play in this?

Independent Variables

Dependent Variables

Hypothesis

Results

Explanation

Further Information

Connections to Other Studies

Annotated Bibliography

References

Future Plans