TY - JOUR
T1 - Learning from trainer interventions in small groups
T2 - A Function of Participant and Observer Roles
AU - Babad, Elisha Y.
AU - Kuriloff, Peter J.
PY - 1986/11
Y1 - 1986/11
N2 - Members of two unstructured small groups, serving as participants in one group and as observers in the other, rated all interventions by the trainer for contribution to their learning. Interventions were then grouped into conceptual dimensions and clusters according to a model developed by Kuriloff et al. (1984). Participants and observers had a similar learning profile, stressing the significance of the trainer as a teacher connecting conceptually ongoing group events to larger social and cultural phe nomena. Differences between the learning of participants and observers were found for clusters of interventions emphasizing trainer's authority, members'responsibility, and members’ abstract (existential) versus concrete anxiety (about personal inade quacy and interpersonal intimacy). The unique contribution of the observational component in small group learning was particularly evident for highly “engaged” subjects, whose experience as participants was emotionally intense, inhibiting some potential learning attained by less engaged participants.
AB - Members of two unstructured small groups, serving as participants in one group and as observers in the other, rated all interventions by the trainer for contribution to their learning. Interventions were then grouped into conceptual dimensions and clusters according to a model developed by Kuriloff et al. (1984). Participants and observers had a similar learning profile, stressing the significance of the trainer as a teacher connecting conceptually ongoing group events to larger social and cultural phe nomena. Differences between the learning of participants and observers were found for clusters of interventions emphasizing trainer's authority, members'responsibility, and members’ abstract (existential) versus concrete anxiety (about personal inade quacy and interpersonal intimacy). The unique contribution of the observational component in small group learning was particularly evident for highly “engaged” subjects, whose experience as participants was emotionally intense, inhibiting some potential learning attained by less engaged participants.
UR - http://www.scopus.com/inward/record.url?scp=84965636356&partnerID=8YFLogxK
U2 - 10.1177/104649648601700404
DO - 10.1177/104649648601700404
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AN - SCOPUS:84965636356
SN - 1046-4964
VL - 17
SP - 427
EP - 443
JO - Small Group Research
JF - Small Group Research
IS - 4
ER -