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dc.contributor.authorMondoux, Jacques
dc.contributor.authorAuderset, Pierre-Benoit
dc.contributor.authorDillenbourg, Pierre
dc.date.accessioned2020-02-02T22:52:05Z
dc.date.accessioned2020-02-03T04:10:02Z-
dc.date.available2020-02-02T22:52:05Z
dc.date.available2020-02-03T04:10:02Z-
dc.date.issued2004-06
dc.identifier.citationMondoux, J., Auderset, P., & Dillenbourg, P. (2004). Abstraction and Transfer in Collaborative Learning. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 358-363). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.358
dc.identifier.urihttps://repository.isls.org//handle/1/3967-
dc.description.abstractThe study conducted with 51 nurse students produced three results. First, the students who studied in pairs built more abstract representations of clinical cases than those working individually. Second, the fact of building a more abstract representation did not lead to higher scores in a transfer task. Third, the students who were trained with examples taken from varied contexts got higher scores in a transfer task than those working with examples from the same context. The partial contradiction between these results questions the relationship between abstraction and transfer. It may also indicate that the abstract representations built as a side-effect of grounding mechanisms were not internalized into personal representations.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleAbstraction and Transfer in Collaborative Learningen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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