%0 Journal Article %1 877 %A Tudge, J. %C Univ N Carolina, Dept Human Dev & Family Studies, Box 26170, Greensboro, NC 27402 USA %D 2000 %J Journal of Experimental Education %K cognitive-development, collaboration collaborative-learning elementary-school, file-import-09-02-13, research-methods, theory %N 1 %P 98-112+ %T Theory, method, and analysis in research on the relations between peer collaboration and cognitive development %V 69 %X Assesses the extent to which each of the articles in this special issue relates theory to methods and analysis. Identifies limitations in each article, usually because methods or analyses do not seem well suited to the theory of choice, but also finds great strengths in each article in furthering the understanding of the complexity of relationships between peer collaboration and cognitive development. (SLD) It is important to make explicit the theoretical framework within which research is conducted because one's choice of theory constrains the choice of what to study and which methods to use for doing research. From a perspective informed by the writings of T Kuhn (1962), S, C, Pepper (1942), and L, T,Winegar (1997), the author assessed the extent to which each of the articles in this special issue related theory to methods and to analysis. The author identified limitations in each of the articles, caused primarily by the use of methods or analyses that did not seem well suited to the theory of choice. However, each of the articles also had great strengths, and, taken together, they further our understanding of the complexity of the relationships between peer collaboration and cognitive development. They also provide some stimulating and productive ways of studying the collaborative processes themselves.

@article{877, abstract = {Assesses the extent to which each of the articles in this special issue relates theory to methods and analysis. Identifies limitations in each article, usually because methods or analyses do not seem well suited to the theory of choice, but also finds great strengths in each article in furthering the understanding of the complexity of relationships between peer collaboration and cognitive development. (SLD) It is important to make explicit the theoretical framework within which research is conducted because one's choice of theory constrains the choice of what to study and which methods to use for doing research. From a perspective informed by the writings of T Kuhn (1962), S, C, Pepper (1942), and L, T,Winegar (1997), the author assessed the extent to which each of the articles in this special issue related theory to methods and to analysis. The author identified limitations in each of the articles, caused primarily by the use of methods or analyses that did not seem well suited to the theory of choice. However, each of the articles also had great strengths, and, taken together, they further our understanding of the complexity of the relationships between peer collaboration and cognitive development. They also provide some stimulating and productive ways of studying the collaborative processes themselves.}, added-at = {2009-02-24T19:22:48.000+0100}, address = {Univ N Carolina, Dept Human Dev \& Family Studies, Box 26170, Greensboro, NC 27402 USA}, author = {Tudge, J.}, biburl = {https://www.bibsonomy.org/bibtex/23c89e193e9970770c67dcf5891bb6af8/clachapelle}, citeulike-article-id = {4046641}, comment = {(private-note)html on server ---=note-separator=--- "As early as the 1920s, Vygotsky realized that the development of new theories in psychology required the development of new methods. The reason is that theories have links to different conceptions of the world, the way the world works, and how to understand that world--in short, different worldviews or paradigms (T. Kuhn, 1962). That discussion, at least in terms of its impact on psychology, can be traced back to the work of Pepper (1942), who described four "world hypotheses"--formism, organicism, mechanism, and contextualism-that deal with scholarly approaches to knowledge." Altman \& Rogoff (1987) renamed formism to "trait" worldview (Freud, Erickson); and contextalism to "transactional" worldview (Gibson, Vygotsky). Organicism from (Piaget: constructivism); mechanism from (behaviorism \& social learning theory) " the research discussed here helps make clear that interpersonal, individual, and contextual factors must all be considered if we are to understand the relations between collaborative problem solving and cognitive development" [CPL] ISSN: 0022-0973 Theme issue titled "Learning with Peers: Multiple Perspectives on Collaboration." Bibliography Items: 17 Number of times cited: 1 ---=note-separator=--- EJ625776}, interhash = {58396805c58ac70b0543733e422d39e0}, intrahash = {3c89e193e9970770c67dcf5891bb6af8}, journal = {Journal of Experimental Education}, keywords = {cognitive-development, collaboration collaborative-learning elementary-school, file-import-09-02-13, research-methods, theory}, number = 1, pages = {98-112+}, posted-at = {2009-02-13 21:46:35}, priority = {0}, timestamp = {2009-02-24T19:49:32.000+0100}, title = {Theory, method, and analysis in research on the relations between peer collaboration and cognitive development}, volume = 69, year = 2000 }