摘要：This study investigated the effects on task performance of dyad collaboration based on young children’s cognitive and social ability. The 108 5-year-old subjects were assigned to a collaborative experimental group,a comparison group working individually in sorting,writing,and making a puzzle,or a control group. Data from before and after measurements on sorting and perspective taking tasks were analyzed by t-test and ANOVA. Results showed that (1) Children working in dyad collaboration obtained significantly more improvement in their performance on both tasks than those working individually. (2) Dyads composed of a child with high level social skill but low level intelligence and a child with low levels of both showed most improvement in performance on the perspective taking task.
