Peer Presence Effect on Numerosity and Phonological Comparisons in 4th Graders: When Working with a SchoolMate Makes Children More Adult-like

Little is known about how peers’ mere presence may, in itself, affect academic learning and achievement. The present study addresses this issue by exploring whether and how the presence of a familiar peer affects performance in a task assessing basic numeracy and literacy skills: numerosity and phonological comparisons. We tested 99 fourth-graders either alone or with a classmate. Ninety-seven college-aged young adults were also tested on the same task, either alone or with a familiar peer. Peer presence yielded a reaction time (RT) speedup in children, and this social facilitation was at least as important as that seen in adults. RT distribution analyses indicated that the presence of a familiar peer promotes the emergence of adult-like features in children. This included shorter and less variable reaction times (confirmed by an ex-Gaussian analysis), increased use of an optimal response strategy, and, based on Ratcliff’s diffusion model, speeded up nondecision (memory and/or motor) processes. Peer presence thus allowed children to at least narrow (for demanding phonological comparisons), and at best, virtually fill in (for unchallenging numerosity comparisons) the developmental gap separating them from adult levels of performance. These findings confirm the influence of peer presence on skills relevant to education and lay the groundwork for exploring how the brain mechanisms mediating this fundamental social influence evolve during development.

Peer Presence Effect on Numeracy and Literacy in 4th Graders: When Working With a Schoolmate Makes Children More Adult-Like

The present study explores the potential impact of peers' omnipresence at school on children's academic performance. We tested 99 fourth-graders either alone or with a classmate in a task involving both numeracy and literacy skills: numerosity comparison and phonological comparison. Ninety-seven college-aged young adults were also tested on the same task, either alone or with a familiar peer. Peer presence yielded a reaction time (RT) speedup in children, and this social facilitation was at least as important as that seen in adults. RT distribution analyses indicated that the presence of a familiar peer promotes the emergence of adult-like features in children. This included shorter and less variable reaction times (confirmed by an ex-Gaussian analysis), increased use of an optimal response strategy and, based on Ratcliff’s diffusion model, speeded up non decision (memory and/or motor) processes. Peer presence thus allowed children to, at least, narrow (for demanding phonological comparisons), and, at best, virtually fill in (for unchallenging numerosity comparisons) the developmental gap separating them from adult levels of performance. These findings confirm the influence of peer presence on skills relevant to education and lay the ground for exploring how the brain mechanisms mediating this fundamental social influence evolve during development.