Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration

Christine Howe, D. McWilliam, G. Cross

Research output: Contribution to journalArticle

81 Citations (Scopus)

Abstract

Research has shown that the beneficial effects of peer collaboration are not always apparent until some time has elapsed. Such delayed effects are not readily incorporated in current models of collaborative learning, but because they constitute incubation effects in the psychological sense of the term, they should in principle be consistent with cognitive accounts of how incubation occurs. Accordingly, the paper reports three studies which test whether, in accordance with cognitive models of incubation, the delayed effects of peer collaboration could result from: (a) the breaking over time of unhelpful mental sets, (b) the engagement in post-collaborative reflective appraisal, and (c) the experience of subsequent events that, thanks to collaboration, can be used productively. The studies involved 9- to 12-year-old children working on the factors relevant to floating and sinking. The results provide no evidence for the relevance of set breaking or reflective appraisal, but suggest strongly that peer collaboration can 'prime' children to make good use of subsequent input. It is argued that in addition to clarifying how the delayed effects occur and applying incubation models in a novel context, the results flag up issues that are common to collaborative and cognitive theory, and that neither address adequately.
LanguageEnglish
Pages67-93
Number of pages26
JournalBritish Journal of Psychology
Volume96
Issue number1
DOIs
Publication statusPublished - Feb 2005

Fingerprint

Learning
Psychology
Research
Peers
Reflective
Collaborative Learning
Cognitive Models
Psychological
Cognitive Theory

Keywords

  • peers
  • learning
  • children
  • cognition and reasoning
  • cognitive models
  • educational psychology
  • child psychology

Cite this

Howe, Christine ; McWilliam, D. ; Cross, G. / Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration. In: British Journal of Psychology. 2005 ; Vol. 96, No. 1. pp. 67-93.
@article{b06c83c90f6c4a46842e26369ceef04f,
title = "Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration",
abstract = "Research has shown that the beneficial effects of peer collaboration are not always apparent until some time has elapsed. Such delayed effects are not readily incorporated in current models of collaborative learning, but because they constitute incubation effects in the psychological sense of the term, they should in principle be consistent with cognitive accounts of how incubation occurs. Accordingly, the paper reports three studies which test whether, in accordance with cognitive models of incubation, the delayed effects of peer collaboration could result from: (a) the breaking over time of unhelpful mental sets, (b) the engagement in post-collaborative reflective appraisal, and (c) the experience of subsequent events that, thanks to collaboration, can be used productively. The studies involved 9- to 12-year-old children working on the factors relevant to floating and sinking. The results provide no evidence for the relevance of set breaking or reflective appraisal, but suggest strongly that peer collaboration can 'prime' children to make good use of subsequent input. It is argued that in addition to clarifying how the delayed effects occur and applying incubation models in a novel context, the results flag up issues that are common to collaborative and cognitive theory, and that neither address adequately.",
keywords = "peers, learning, children, cognition and reasoning, cognitive models, educational psychology, child psychology",
author = "Christine Howe and D. McWilliam and G. Cross",
year = "2005",
month = "2",
doi = "10.1348/000712604X15527",
language = "English",
volume = "96",
pages = "67--93",
journal = "British Journal of Psychology",
issn = "0007-1269",
number = "1",

}

Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration. / Howe, Christine; McWilliam, D.; Cross, G.

In: British Journal of Psychology, Vol. 96, No. 1, 02.2005, p. 67-93.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration

AU - Howe, Christine

AU - McWilliam, D.

AU - Cross, G.

PY - 2005/2

Y1 - 2005/2

N2 - Research has shown that the beneficial effects of peer collaboration are not always apparent until some time has elapsed. Such delayed effects are not readily incorporated in current models of collaborative learning, but because they constitute incubation effects in the psychological sense of the term, they should in principle be consistent with cognitive accounts of how incubation occurs. Accordingly, the paper reports three studies which test whether, in accordance with cognitive models of incubation, the delayed effects of peer collaboration could result from: (a) the breaking over time of unhelpful mental sets, (b) the engagement in post-collaborative reflective appraisal, and (c) the experience of subsequent events that, thanks to collaboration, can be used productively. The studies involved 9- to 12-year-old children working on the factors relevant to floating and sinking. The results provide no evidence for the relevance of set breaking or reflective appraisal, but suggest strongly that peer collaboration can 'prime' children to make good use of subsequent input. It is argued that in addition to clarifying how the delayed effects occur and applying incubation models in a novel context, the results flag up issues that are common to collaborative and cognitive theory, and that neither address adequately.

AB - Research has shown that the beneficial effects of peer collaboration are not always apparent until some time has elapsed. Such delayed effects are not readily incorporated in current models of collaborative learning, but because they constitute incubation effects in the psychological sense of the term, they should in principle be consistent with cognitive accounts of how incubation occurs. Accordingly, the paper reports three studies which test whether, in accordance with cognitive models of incubation, the delayed effects of peer collaboration could result from: (a) the breaking over time of unhelpful mental sets, (b) the engagement in post-collaborative reflective appraisal, and (c) the experience of subsequent events that, thanks to collaboration, can be used productively. The studies involved 9- to 12-year-old children working on the factors relevant to floating and sinking. The results provide no evidence for the relevance of set breaking or reflective appraisal, but suggest strongly that peer collaboration can 'prime' children to make good use of subsequent input. It is argued that in addition to clarifying how the delayed effects occur and applying incubation models in a novel context, the results flag up issues that are common to collaborative and cognitive theory, and that neither address adequately.

KW - peers

KW - learning

KW - children

KW - cognition and reasoning

KW - cognitive models

KW - educational psychology

KW - child psychology

UR - http://dx.doi.org/10.1348/000712604X15527

U2 - 10.1348/000712604X15527

DO - 10.1348/000712604X15527

M3 - Article

VL - 96

SP - 67

EP - 93

JO - British Journal of Psychology

T2 - British Journal of Psychology

JF - British Journal of Psychology

SN - 0007-1269

IS - 1

ER -