Gender and social comparison effects in computer-based problem solving

Paul Light, Karen Littleton, Stuart Bale, Richard Joiner, David Messer

Research output: Contribution to journalArticle

40 Citations (Scopus)

Abstract

Studied 11-12 yr olds working on a computer-based problem solving task. In Exp 1, 62 Ss worked in either same- or mixed-sex dyads, but each S had her or his own computer; no verbal interaction was allowed. Boys outperformed girls overall, with sex differences becoming significantly more polarized in the mixed-sex dyads. Exp 2 involved 96 Ss, with individual pre- and posttests, and compared co-action dyads (as in Exp 1) with interaction pairs in which the pair members worked together at a single computer with no restriction on interaction. The polarization of sex differences in the mixed sex dyads was once again found in the co-action condition, but not in the interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than any straightforward domination of resources. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Original languageEnglish
Pages (from-to)483-496
Number of pages14
JournalLearning and Instruction
Volume10
Issue number6
Publication statusPublished - 2000

Fingerprint

dyad
Sex Characteristics
gender
interaction
verbal interaction
domination
polarization
resources

Cite this

Light, P., Littleton, K., Bale, S., Joiner, R., & Messer, D. (2000). Gender and social comparison effects in computer-based problem solving. Learning and Instruction, 10(6), 483-496.

Gender and social comparison effects in computer-based problem solving. / Light, Paul; Littleton, Karen; Bale, Stuart; Joiner, Richard; Messer, David.

In: Learning and Instruction, Vol. 10, No. 6, 2000, p. 483-496.

Research output: Contribution to journalArticle

Light, P, Littleton, K, Bale, S, Joiner, R & Messer, D 2000, 'Gender and social comparison effects in computer-based problem solving', Learning and Instruction, vol. 10, no. 6, pp. 483-496.
Light, Paul ; Littleton, Karen ; Bale, Stuart ; Joiner, Richard ; Messer, David. / Gender and social comparison effects in computer-based problem solving. In: Learning and Instruction. 2000 ; Vol. 10, No. 6. pp. 483-496.
@article{58dab143a2fb4b948dd753073c77684f,
title = "Gender and social comparison effects in computer-based problem solving",
abstract = "Studied 11-12 yr olds working on a computer-based problem solving task. In Exp 1, 62 Ss worked in either same- or mixed-sex dyads, but each S had her or his own computer; no verbal interaction was allowed. Boys outperformed girls overall, with sex differences becoming significantly more polarized in the mixed-sex dyads. Exp 2 involved 96 Ss, with individual pre- and posttests, and compared co-action dyads (as in Exp 1) with interaction pairs in which the pair members worked together at a single computer with no restriction on interaction. The polarization of sex differences in the mixed sex dyads was once again found in the co-action condition, but not in the interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than any straightforward domination of resources. (PsycINFO Database Record (c) 2007 APA, all rights reserved).",
author = "Paul Light and Karen Littleton and Stuart Bale and Richard Joiner and David Messer",
year = "2000",
language = "English",
volume = "10",
pages = "483--496",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier",
number = "6",

}

TY - JOUR

T1 - Gender and social comparison effects in computer-based problem solving

AU - Light, Paul

AU - Littleton, Karen

AU - Bale, Stuart

AU - Joiner, Richard

AU - Messer, David

PY - 2000

Y1 - 2000

N2 - Studied 11-12 yr olds working on a computer-based problem solving task. In Exp 1, 62 Ss worked in either same- or mixed-sex dyads, but each S had her or his own computer; no verbal interaction was allowed. Boys outperformed girls overall, with sex differences becoming significantly more polarized in the mixed-sex dyads. Exp 2 involved 96 Ss, with individual pre- and posttests, and compared co-action dyads (as in Exp 1) with interaction pairs in which the pair members worked together at a single computer with no restriction on interaction. The polarization of sex differences in the mixed sex dyads was once again found in the co-action condition, but not in the interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than any straightforward domination of resources. (PsycINFO Database Record (c) 2007 APA, all rights reserved).

AB - Studied 11-12 yr olds working on a computer-based problem solving task. In Exp 1, 62 Ss worked in either same- or mixed-sex dyads, but each S had her or his own computer; no verbal interaction was allowed. Boys outperformed girls overall, with sex differences becoming significantly more polarized in the mixed-sex dyads. Exp 2 involved 96 Ss, with individual pre- and posttests, and compared co-action dyads (as in Exp 1) with interaction pairs in which the pair members worked together at a single computer with no restriction on interaction. The polarization of sex differences in the mixed sex dyads was once again found in the co-action condition, but not in the interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than any straightforward domination of resources. (PsycINFO Database Record (c) 2007 APA, all rights reserved).

M3 - Article

VL - 10

SP - 483

EP - 496

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - 6

ER -