Abstract

This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology classes and were randomly assigned to a cooperative or individual condition. The results of the study showed that students in the cooperative condition significantly outperformed the individual group on a measure of the communicative quality of the writing on both the initial task and on the transfer task (p s <.01). No differences between the groups were found on a measure of the completeness of the written instruction on either task (p s >.05). It appears that cooperating dyads can improve the communicative quality of their instruction writing.

Journal
Written Communication
Published
1985-07-01
DOI
10.1177/0741088385002003005

Citation Context

Cited by in this index (8)

  1. Written Communication
  2. Journal of Technical Writing and Communication
  3. Written Communication
  4. Journal of Business and Technical Communication
  5. Technical Communication Quarterly
Show all 8 →
  1. Technical Communication Quarterly
  2. Journal of Business and Technical Communication
  3. Written Communication

Cites in this index (2)

  1. Journal of Technical Writing and Communication
  2. College Composition and Communication
Also cites 12 works outside this index ↓
  1. 10.1177/107769587903400407
  2. 10.1037/0022-0663.75.6.811
  3. 10.1037/0022-0663.75.2.292
  4. 10.1037/0022-0663.71.1.64
  5. 10.2307/356630
  6. 10.2307/376038
  7. 10.1037/0033-2909.91.3.517
  8. 10.1080/10417947809372391
  9. 10.1037/0022-3514.39.3.390
  10. 10.3102/00346543050002241
  11. 10.3102/00346543050002315
  12. 10.1007/BF00121082
CrossRef global citation count: 33 View in citation network →