2026-09-20T03:55:06Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/98216 2023-07-11 col_2142_8800 col_2142_5131 com_2142_5132 com_2142_5130

Anderson, Richard C. Anderson, Richard C. Hummel, John E. Cromley, Jennifer Mercier, Emma Ma, Shufeng 2017-09-29T16:39:02Z 2017-09-29T16:39:02Z 2019-09-30T09:15:14Z 2017-05-25 2017-08 This study aims to understand the construction of multilink causal reasoning chains during collaborative discussions in elementary school classrooms. The construction of reasoning chains was investigated in 24 collaborative discussions involving 160 underserved fifth-grade children. The effects of group features, individual characteristics, and moment-by-moment situational influences on seven causal chain models were tracked in the discussions. Results indicated that students who were more talkative, had better oral English, and were more liked by their classmates were more likely to produce causal chains. The turn-by-turn analysis of chain construction revealed that once a causal chain was initiated, it was likely to continue for at least three speaking turns. Leaders and socially centered students supported other group members, the shy and quiet students, to extend chains of reasoning. Agreement among group members and support from leaders and socially centered students extended the chain of reasoning. However, refutation and disagreement stopped the chain because the group had to resolve disputed ideas in order to develop a shared understanding. A temporal analysis of chain production indicated that chain construction speeds up over the course of a discussion. Students who produced more causal chains during the discussion also generated more causal chains in an individually written essay after the discussion. A causal analysis showed that peer dialogue mediates the effects of social and cognitive characteristics on chain production in the essay and the mediating effect increases with increases in the number of peer-generated causal chains during the discussions. Overall, this analysis of the social construction of multilink causal reasoning chains provides distinctive new evidence that enabling meaningful interaction among children promotes their higher-level cognitive development. Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-08-01 The student, Shufeng Ma, accepted the attached license on 2017-05-22 at 17:31. The student, Shufeng Ma, submitted this Dissertation for approval on 2017-05-22 at 17:32. This Dissertation was approved for publication on 2017-05-25 at 15:39. DSpace SAF Submission Ingestion Package generated from Vireo submission #11171 on 2017-09-29 at 11:13:09 Made available in DSpace on 2017-09-29T16:39:02Z (GMT). No. of bitstreams: 3 MA-DISSERTATION-2017.pdf: 3736071 bytes, checksum: 1db53bdc8bf8ae04dc45a70f766e3425 (MD5) LICENSE.txt: 4207 bytes, checksum: 4537390c1a4b408f3d6b678801c4c356 (MD5) PROQUEST_LICENSE.txt: 4553 bytes, checksum: 29b4dccee18a277d3e5fd45c16462fde (MD5) Previous issue date: 2017-05-25 Embargo set by: Colleen Fallaw for item 103363 Lift date: 2019-09-29T16:39:52Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Embargo set by: Colleen Fallaw for item 103363 Lift date: 2019-09-29T17:52:45Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 103363 on 2019-09-30T09:15:14Z. application/pdf http://hdl.handle.net/2142/98216 en Copyright 2017 Shufeng Ma Multilink causal reasoning Collaborative reasoning discussion Peer influence Statistical discourse analysis Understanding children’s causal reasoning during collaborative discussions text text Educational Psychology Educational Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.