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Group Learning and Performance: A Reclassification
Author(s) -
FOOT HUGH C.
Publication year - 1973
Publication title -
british journal of social and clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.479
H-Index - 92
eISSN - 2044-8260
pISSN - 0007-1293
DOI - 10.1111/j.2044-8260.1973.tb00840.x
Subject(s) - task (project management) , psychology , cognitive psychology , context (archaeology) , group (periodic table) , order (exchange) , interpretation (philosophy) , social psychology , computer science , paleontology , management , organic chemistry , finance , economics , biology , programming language , chemistry
The distinction between coaction and interaction is examined in the context of group learning and performance tasks. The traditional, narrow definition of coaction in terms of zero or minimal interchange of social and task‐relevant cues between group members is criticized on the basis of the difficulty of determining whether or not such interchange is entirely absent or at least at a minimum. A broader interpretation is suggested to take account of situations where these cues are available for use by group members. Coaction might then refer to situations where individuals may, but are not obliged to, use information from their co‐workers, whereas interaction might refer to situations where there is necessary interchange, i.e. where the group members must use cues or information from each other in order to perform their task. With this distinction in mind, an outline for a new classification of group learning and performance tasks is proposed, based upon the availability of cues and upon the opportunity or need for interchange between group members.