| Abstract: | Following a theoretical analysis of factors which foster interpersonal cooperation, this study explored conditions conducive to school children's working together harmoniously and productively. Seventy-six like-sexed triads of fourth- and fifth-graders were asked to cooperate in making a block picture on a round board. Five conditions were created, varying in patterns of interdependence. All conditions included goal interdependence; they differed systematically in the presence of task requirements, task roles, and group roles. Behavior was precoded into various group oriented and individual oriented categories. An index of quality of performance was constructed. As hypothesized, while goal interdependence was sufficient to bring about friendly interactions, it did not maximize occurrence of group oriented behavior. Children worked together most, and performance was significantly better, under conditions where taks requirements, task roles, and group roles were present together. A strong consistent pattern of sex differences was found, with boys showing greater independence from experimental role inductions than did the girls, whose cooperative work pattern and performance increased systematically as their interdependence was strengthened in the five conditions. Implications for instructional practice are examined. |
