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1、Runninghead:COMPUTERSANDCOOPERATIVELEARNINGComputersandCooperativeLearning:ALiteratureReviewScottAdamsArkansasTechUniversity23AbstractThispapersummarizesresearchfrommorethan100studiesexaminingaspectsofcomputersandcooperativelearning.Keyaspectsofresearchingthesefactors,suchasgender,training
2、,ability,groupsize,andethnicityareidentified.Callsforfutureresearchareidentifiedintheareasoftrainingandcooperativelearningregardingcomputersintheschools.23ComputersandCooperativeLearning:ALiteratureReviewFormorethan100years,educational,developmental,andsocialpsychologistshaveresearchedandd
3、evelopedtheoreticalexplanationsforhowstudentslearn,remember,and,asaresult,know.Severalofthemostimportanttheorieshaveoriginatedfromattemptstounderstandandexplainchilddevelopment.Earlycognitivetheorists(e.g.,Piaget,1926)wereinterestedinthewayscognitiondeveloped–thefacultyofknowing.Piagetbeli
4、evedthatyoungchildren’sthoughtsinfluencedtheirlanguageandviewedchildren’sthoughtsasimportanttotheoutcomeofthedevelopmentalprocess.Piagetfocusedhisinterestonhowachild’sinteractionwiththeenvironmentleadstotheprogressivedevelopmentofcognitiveabilities.Hefurtheracknowledgedthatinteractionwitho
5、therchildrenorpeersstimulateschildrentobecomemoreawareoftheperspectivesofothers.Unfortunately,Piagetwasnotabletoexplainchildren’sindividualdifferences,factorsthataccountforthesedifferences,orwaystopromoteintellectualdevelopment.Behavioristtheoristsfocusedonlearningasafunctionofitemssuchasr
6、einforcementandpunishmentbutalsostronglypromotedtheimportanceoftheenvironmentastheprincipalforceshapingdevelopment.Earlybehaviorists(Pavlov,1927;Skinner,1953,1957,1961,1968;Watson,1925)focusedonthechild’simmediatebehaviorandtheenvironmentalforces(conditioning–bothclassicalandoperant)thataf
7、fectthebehavior.Behavioristscontenddevelopmentcanbebestunderstoodthroughtheanalysisofspecificbehaviors,thecircumstancesleadingtothem,andtheirconsequences.Inaddition,behavioristtheoriesarepoorlysuitedtoexplainhighermentalprocesses(e.g.,thinking,feeling,analyzin
