Show simple item record

dc.contributor.authorDillenbourg, P
dc.contributor.authorLemaignan, S
dc.contributor.authorSangin, M
dc.contributor.authorNova, N
dc.contributor.authorMolinari, G
dc.date.accessioned2017-02-14T17:05:44Z
dc.date.available2017-02-14T17:05:44Z
dc.date.issued2016
dc.identifier.issn1556-1615
dc.identifier.issn1556-1615
dc.identifier.urihttp://hdl.handle.net/10026.1/8469
dc.description.abstract

Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We postulate that collaborative tasks require some level of mutual modelling, i.e. that each partner needs some model of what the other partners know/want/intend at a given time. We use the term “some model” to stress the fact that this model is not necessarily detailed or complete, but that we acquire some representations of the persons we interact with. The question we address is: Does the quality of the partner model depend upon the modeler’s ability to represent his or her partner? Upon the modelee’s ability to make his state clear to the modeler? Or rather, upon the quality of their interactions? We address this question by comparing the respective accuracies of the models built by different team members. We report on 5 experiments on collaborative problem solving or collaborative learning that vary in terms of tasks (how important it is to build an accurate model) and settings (how difficult it is to build an accurate model). In 4 studies, the accuracy of the model that A built about B was correlated with the accuracy of the model that B built about A, which seems to imply that the quality of interactions matters more than individual abilities when building mutual models. However, these findings do not rule out the fact that individual abilities also contribute to the quality of modelling process.

dc.format.extent227-253
dc.languageen
dc.language.isoen
dc.publisherSpringer
dc.subjectCognitive modelling
dc.subjectGrounding
dc.subjectTheory of mind
dc.titleThe Symmetry of Partner Modelling
dc.typejournal-article
dc.typearticle
plymouth.issue2
plymouth.volume11
plymouth.publisher-urlhttp://dx.doi.org/10.1007/s11412-016-9235-5
plymouth.publication-statusPublished
plymouth.journalIntl. J. of Computer-Supported Collaborative Learning
dc.identifier.doi10.1007/s11412-016-9235-5
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA11 Computer Science and Informatics
dcterms.dateAccepted2016-04-25
dc.identifier.eissn1556-1615
dc.rights.embargoperiod12 months
rioxxterms.versionofrecord10.1007/s11412-016-9235-5
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV