Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis

  title={Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis},
  author={Ming Ming Chiu},
  journal={Journal of the Learning Sciences},
  pages={415 - 463}
  • M. Chiu
  • Published 21 July 2008
  • Psychology
  • Journal of the Learning Sciences
Groups that created more correct ideas (correct contributions or CCs) might be more likely to solve a problem, and students' recent actions (micro-time context) might aid CC creation. 80 high school students worked in groups of 4 on an algebra problem. Groups with higher mathematics grades or more CCs were more likely to solve the problem. Dynamic multilevel analysis statistically identified watersheds (breakpoints) that divided each group's conversation into distinct time periods with many CCs… 
Statistically Modelling Effects of Dynamic Processes on Outcomes: An Example of Discourse Sequences and Group Solutions
This procedure can help test a comprehensive model of how learning processes or their temporal sequences are related to learning outcomes at the turn-, time period-, individual-, group-, class-, and school-levels.
Statistical Discourse Analysis of a Role-Based Online Discussion Forum: Patterns of Knowledge Construction
  • A. Wise, M. Chiu
  • Sociology
    2012 45th Hawaii International Conference on System Sciences
  • 2012
The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments: the first dominated by a lower KC phase, the seconddominated by a higher KC phase.
Collaborative argumentation and justifications: A statistical discourse analysis of online discussions
Statistical Discourse Analysis: Testing Educational Hypotheses with Large Datasets of Electronic Discourse
Analysis of social cues in 894 messages posted by 183 students during 60 online asynchronous discussions showed that disagreements increased negative social cues, supporting the hypothesis that participants did not save face during disagreements, but attacked face.
Analyzing temporal patterns of knowledge construction in a role-based online discussion
The results indicate that most online discussions had a single pivotal post separating the discussion into two distinct segments, which provides empirical evidence supporting the progressive nature of the KC process, but not the necessity of the full five-phase sequence.
Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology
Both accuracy and idea building predicted one's ability to steer the conversation, and the critical role of immediate discourse in group learning was highlighted.
Predicting social cues during online discussions: Effects of evaluations and knowledge content


When Smart Groups Fail
In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods.
Group Problem-Solving Processes: Social Interactions and Individual Actions
To help consider why some groups solve problems successfully but others do not, this article introduces a framework for analyzing sequences of group members' actions. The dimensions of evaluation of
Effects of status on solutions, leadership, and evaluations during group problem solving
Collaborative problem solving in classrooms may be influenced by the social status of the members of problem-solving groups. One mechanism by which it may occur is the politeness of the members'
Using Explanatory Knowledge During Collaborative Problem Solving in Science
The importance of the nature of students' discussion to advance their beliefs about scientific phenomena is supported and the usefulness of explanation and concept-mapping techniques as evaluative measures of student knowledge during collaborative problem solving is emphasized.
Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?
Rudeness and status can affect group-problem-solving processes. Eighty high school students completed a questionnaire and were videotaped doing an algebra problem in groups of 4. A new statistical
The present study sought to determine whether “successful” problem-solving groups can be distinguished from “unsuccessful” problem-solving groups on the basis of the phases that characterize their
Restructuring the Classroom: Conditions for Productive Small Groups
Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included
A New Method for Analyzing Sequential Processes
Researchers studying sequential processes (e.g., marital conflicts, teacher-student interactions, etc.) often try to model how recent events affect current events. A researcher doing so faces several
Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and
When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint
The interpretive framework for the study of learning introduced in this article and called commognitive is grounded in the assumption that thinking is a form of communication and that learning