Retraction: Mitigating the Common Information Sampling Bias Inherent in Small-Group Discussion

2015 ◽  
Vol 28 (2) ◽  
pp. 93-93
Author(s):  
James E. Hunton
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Sampling Bias ◽  
Small Group Discussion ◽  
Common Information ◽  
Information Sampling ◽  
The Common

Mitigating the Common Information Sampling Bias Inherent in Small-Group Discussion (Retracted)

2001 ◽  
Vol 13 (1) ◽  
pp. 171-194 ◽  
Author(s):  
James E. Hunton
Keyword(s):  
Small Group ◽  
Group Intervention ◽  
Group Discussion ◽  
Sampling Bias ◽  
Small Group Discussion ◽  
Exploratory Research ◽  
Common Information ◽  
Intervention Technique ◽  
Information Sampling ◽  
The Common

Gathering problem-relevant information through small-group discussion is one method for initial decision making. A collective information sampling (CIS) model offered by Stasser and Titus (1987) suggests that two inherent biases, the common information sampling bias and a related recency effect, act in concert to suboptimize the efficacy of group discussion. The objectives of this exploratory study are to refine the predictive validity the CIS model and test a group intervention technique designed to mitigate the common information sampling and recency biases. Analysis of the evidence from a laboratory and field experiment suggests that the refined CIS model accurately predicted the distribution of information items entered into group discussion. While the control groups exhibited both the common information sampling bias and primacy effect, these biases were mitigated in the treatment groups after receiving an intervention technique called Shared Cognition Awareness Training (SCAT). Results obtained from this exploratory research indicate that the refined CIS model can offer researchers a useful prediction tool and the SCAT intervention technique presents a relatively straightforward means of invoking a more complete exchange of potentially valuable information during small-group discussion.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

Addressing common errors and misconceptions in integral calculus with clickers and classroom voting

2019 ◽  
Vol 39 (2) ◽  
pp. 71-85
Author(s):  
Kelly Cline ◽  
Holly Zullo ◽  
David A Huckaby
Keyword(s):  
Correct Answer ◽  
Group Discussion ◽  
Multiple Choice ◽  
Small Group Discussion ◽  
Multiple Choice Questions ◽  
Integral Calculus ◽  
Common Features ◽  
Incorrect Answer ◽  
The Common ◽  
The Mean

Abstract Common student errors and misconceptions can be addressed through the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small-group discussion, each student votes on the correct answer, using a clicker or a phone. If a large number of students have voted for one particular incorrect answer, the instructor can recognize and address the issue. In order to identify multiple-choice questions that are especially effective at provoking common errors and misconceptions, we recorded the percentages of students voting for each option on each question used in 25 sections of integral calculus, taught by 7 instructors, at 4 institutions, over the course of 12 years, on a collection of 172 questions. We restricted our analysis to the 115 questions which were voted on by at least 5 different classes. We present the six questions that caused the largest percentages of students to vote for a particular incorrect answer, discuss how we used these questions in the classroom, and examine the common features of these questions. Further, we look for correlations between question characteristics and the mean percentage of students voting for common errors on these questions, and we find that questions based on general cases have higher percentages of students voting for common errors.

INTERACTIONAL MODIFICATION OF INDONESIAN LEARNERS OF EINGLISH IN NEGOTIATING MEANINGS IN A SMALL GROUP DISCUSSION

2012 ◽  
Vol 1 (2/07) ◽  
Author(s):  
Ngasbun Egar
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

Penelitian ini adalah tentang modifikasi interaksi oleh kelompok kecil diskusi mahasiswa Indonesia yang belajar Bahasa Inggris dalam menyelaraskan arti. Masalah pokok dari kajian ini adalah : modifikasi interaksi apa yang digunakan oleh kelompok diskusi mahasiswa yang belajar Bahasa Inggris untuk menyelaraskan arti? Kajian ini juga bertujuan mengenali modifikasi interaksi yang dilakukan mahasiswa tersebut dalam menyelaraskan arti. ?é?áData dikumpulkan dari seuah kelompok kecil diskusi mahasiswa Bahasa Inggris IKIP PGRI Semarang yang telah direkam dan ditranskripsikan menggunakan model yang dikembangkan oleh Eggins dan Slade (1997). Berdasarkan transkripsi tersebut sebagian besar data dianalisa menggunakan taksonomi yang dikembangkan oleh Pica dan Doughty (1985), dan didukung oleh Tarone (1983) dan Agustien (1992), untuk mengenali modifikasi interaksi oleh mahasiswa dalam antara lain : permintaan penjelasan (15,91%), konfirmasi (10,79%), pengecekan komprehensif (3,98%), pengulangan kata yang sama (23,865%), pengulangan lain (10,23%), tanggapan (12,50%), permintaan bantuan (0,57%), permintaan pengulangan (1,14%), translasi literal (0,57%), penjelasan berlebihan (2,84%), usaa tim (0,57%), tanggapan:penerimaan (9,66%), dan usulan (7,39%). Agar kemampuan berbicara siswa meningkat secara signifikan, guru Bahasa Inggris dianjurkan untuk memaksimalkan modifikasi interaksi yang paling banyak dikuasai oleh para siswa dan meningkatkan yang yang paling sedikit dikuasai siswa. Sebagai tambahan, para guru diharapkan dapat mengembangakan aktivitas siswa melalui (1) masukan secara komprehensif, ?é?á(2) mengambil bagian dalam pertukaran informasi, dan (3) membagi peran yang sama di antara siswa untuk berinteraksi di dalam kelas. Kata kunci : modifikasi interaksi, menyelaraskan diri, kelompok kecil diskusi.

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