Sills J, Rowse G, Emerson L-M
Clinical Psychology Unit, University of Sheffield, UK.
Child Care Health Dev. 2016 May;42(3):313-24. doi: 10.1111/cch.12330. Epub 2016 Mar 16.
Collaboration is a key facilitator of cognitive development in early childhood; this review evaluates which factors mediate the impact of collaborative interactions on cognitive development in children aged 4-7 years.
A systematic search strategy identified relevant studies (n = 21), which assessed the role of ability on the relationship between collaboration and cognitive development. Other factors that interact with ability were also assessed: gender, sociability/friendship, discussion, age, feedback and structure.
Immediate benefits of collaboration on cognitive development are highlighted for same-age peers. Collaborative interactions are beneficial for tasks measuring visual perception, problem-solving and rule-based thinking, but not for word-reading and spatial perspective-taking. Collaboration is particularly beneficial for lower-ability children when there is an ability asymmetry. High-ability children either regressed or did not benefit when paired with lower-ability participants.
Overall, the studies included within this review indicate that brief one-off interactions can have a significant, positive effect on short-term cognitive development in children of infant school age. The longer-term advantages of collaboration are still unclear. Implications for practice and future research are discussed.
合作是幼儿认知发展的关键促进因素；本综述评估了哪些因素介导了合作互动对4至7岁儿童认知发展的影响。
一种系统的检索策略确定了相关研究（n = 21），这些研究评估了能力在合作与认知发展关系中的作用。还评估了与能力相互作用的其他因素：性别、社交性/友谊、讨论、年龄、反馈和结构。
强调了同年龄同伴之间合作对认知发展的即时益处。合作互动对测量视觉感知、解决问题和基于规则的思维的任务有益，但对单词阅读和空间视角采择任务无益。当存在能力不对称时，合作对能力较低的儿童特别有益。与能力较低的参与者配对时，能力较高的儿童要么退步，要么没有受益。
总体而言，本综述纳入的研究表明，短暂的一次性互动可以对幼儿期儿童的短期认知发展产生显著的积极影响。合作的长期优势仍不明确。讨论了对实践和未来研究的启示。
