Learning and reinforcement in student pairs
Abstract
This study examined the effect of reinforcement of verbal learning by pupil pairs and by pupils working alone with a self-instruction task. The task was 60 German words and the English equivalents. 3 learning conditions involved pupil pairs; an additional learning condition investigated the pupil working alone on the same task as the pairs, without responding to another person. Tests of immediate and delayed retention of the task were used. Results indicated that Ss who were in the pupil role in a pair achieved superior learning. Ss in the teacher role in a pair showed the least effective learning of the 4 conditions.