Age, Cooperative vs Lecture Training, and Group Composition
Some Preliminary Findings of Effects on Performance
Bibliographic Data
| ID | 13650910 |
|---|---|
| Authors | Yvonne Sell (University of Calgary, corresponding author), Theresa J B Kline (0000-0002-6476-3846, University of Calgary) |
| Year | 1995 |
| Volume | 77 |
| Issue | 1 |
| Pages | 267-274 |
| Publication date | 1995-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1995.77.1.267 |
| OpenAlex | W2163524780 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
18 younger (under 25 years) and 18 older (over 39 years) undergraduate women were trained in problem-solving by either a cooperative or traditional lecture technique and in age-consistent, i.e., younger or older participants only, or mixed age, i.e., younger and older participants, groups. Analysis indicated that older subjects did not score as well on the problem-solving task (48.9 vs 43.9) where lower scores indicate better performance, particularly in mixed-age groups (58.2 vs 44.3); older subjects completed the task more quickly (349 sec. vs 466 sec), age-consistent groups completed the task equally quickly regardless of training; and age-inconsistent groups completed the task more quickly when cooperatively trained (183 sec. vs 390 sec)
Age groups · Task (project management · Demography · Innovative Teaching and Learning Methods · Medicine · Psychology · Team Dynamics and Performance · Visual and Cognitive Learning Processes · Gerontology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 1998 - 1998 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |