Abstracts - Earli

than from unshared information. Instructional support helped dyads to overcome these biases:Dyads in the two instructed conditions pooled and integrated more unshared information thancontrols. They also solved the case correctly more often compared to unsupported dyads.Preliminary findings suggest that planning one’s own collaboration may lead to even betterproblem-solving than following a collaboration script.The effects of collaborative group work training on transition from primary to secondary school inrural and urban schoolsAllen Thurston, University of Dundee, United KingdomKeith Topping, University of Dundee, United KingdomDonald Christie, University of Strathclyde, United KingdomAndy Tolmie, University of Strathclyde, United KingdomPauline Murray, University of Dundee, United KingdomMary Swan, University of Dundee, United KingdomA previous Economic and Social Research Council (ESRC) funded Teaching and LearningResearch Programme project on collaborative learning in primary schools in science(ScotSPRING) preceded the current project. A team from Strathclyde and Dundee Universitiesworked in 24 schools in 8 local authorities across Scotland. Gains in science understanding and insocial and emotional aspects of school life were found. Interesting differences between rural andurban schools emerged. Positive changes over time in quality of interaction in the classroom(evidence of higher quality implementation) were associated with better outcomes. Urban singleageclasses tended to start low and make the biggest gains. These findings were previouslyreported at the 11th Biennial Conference of EARLI in Nicosia. This paper reports findings of alongitudinal research project that followed children involved in the original research as theyundertook transition from primary to secondary school. The research was supported by a grantfrom ESRC and Scottish Executive Education Department. This project looked at the longevity ofgains in science attainment and changes in social connections between the pupils. Findingindicated that social gains survived transition from primary to secondary school. Children in theoriginal research project were more likely to have stronger social connections than those who werenot. Gains in science attainment originally reported by the previous research were more likely tosustain in children who had undergone transition in a rural, rather than an urban setting.Dyadic cooperative work on texts at primary school: The role of information distributionCeline Buchs, University of Geneva, SwitzerlandMarion Dutrevis, University of Geneva, SwitzerlandKico Rama, University of Geneva, SwitzerlandPrevious studies have indicated that resource interdependence (information distribution) elicits twodifferent dynamics in regard to student interactions and learning at university. Working oncomplementary information produces more positive interactions; however, a good quality ofinformation transmission is needed in order to guarantee learning. Working on identicalinformation produces confrontation of points of view as well as a focus on social comparison ofcompetence, which is threatening for one’s own competence; this threat has a negative impact onlearning. The present study aims at investigating whether these two dynamics can be relevant atprimary school. 30 fifth grade pupils were requested to work in cooperative dyads on two texts,either on complementary or on identical information. One pupil was asked to summarize the textwhile his/her listener helped by asking questions. Roles were reversed for the second text. Resultsindicate that pupils performed poorer when they worked on complementary than on identical– 842 –