Receiving information during a cooperative episode: Effects of communication aids and verbal ability

Abstract The present study examined the use of communication aids as methods to facilitate an individual's acquisition of scientific material within cooperative learning situations. High and low verbal ability college students were taught cooperatively by a peer using either a knowledge map or a text as a communication aid. The results revealed that low verbal ability students taught with a knowledge map performed better than low verbal ability students taught with a text. Knowledge maps also were judged to be used more often and more effectively than text. Theoretical considerations are discussed.

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