Lawrence W. Sherman

Achievement As a Momentary Event, As a Continuing State, Locus of Control: A Clarification.

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state (R = 33) considerably better than they do as a momentary event (R = .56) of 174 students in Grade 8.

Cooperative Learning and Computer-Supported Intentional Learning Experiences

Publisher Summary This chapter describes how various uses of technology are associated with cognitive and social psychology as applied to peer learning in technologically enriched behavior settings. This explanation provides historical and theoretical foundations for peer learning in the classroom as well as the workplace. It presents discipline of psychology, specifically, social and cognitive psychology, which has originated various cooperative learning strategies that are based on a strong theoretical foundation. These applications are designed to improve human relations, as well as more efficient knowledge acquisition and problem solving among communities of diverse learners. The role of new computer-supported technologies is also discussed as a medium through which collaboration among peer learning groups is facilitated. Earlier interest in computer support for collaborative learning has led to several technological innovations. Cooperative learning and computer supported intentional learning environments have strong roots in the cognitive field psychology of Kurt Lewin.

Social Distance Perceptions of Elementary School Children in Age-Heterogeneous and Homogeneous Classroom Settings

Social distance ratings of the same 87 8-, 9-, and 10-yr.-old children in both age-heterogeneous and age-homogeneous classrooms were examined. Cross-age/same-age and cross-sex/same-sex ratings as well as differences between age-heterogeneous and -homogeneous settings were examined utilizing a complex within-subjects analysis of variance design. Childrens social distance indices were significantly differentiated by their age, their sex, and the age and sex of the children who rated them. Cross-age and cross-sex ratings were significantly greater than same-age/sex ratings. Older children had the least while younger children had the greatest mean social distance scores. Ratings by same-age peers in age-heterogeneous settings were significantly lower than in age-homogeneous settings. The data are explained using Tajfels (1982) and Reykowskis (1982) theories concerning differential intergroup behavior and social motivation. Social distance patterns are discussed and related to differential development of social competence of boys and girls. The effects of multi-age grouping practices upon childrens perceptions of social distance are discussed with regard to the development of healthy classroom climates.

Social Distance and Behavioral Attributes of Developmentally Handicapped and Normal Children

20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.