Underpinning Collaborative Learning

Emma Flynn*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Citations (Scopus)


This chapter investigates the development of, and relations between, children's collaborative abilities and other cognitive skills, most notably mental state understanding and executive functioning. The first half of the chapter presents a review of the development of children's collaborative skills, from early interactions in infancy to peer tutoring in school-age children. The empirical and theoretical evidence of a link between changes in young children's collaborative abilities and their cognitive skills are discussed. The second half of the chapter presents a study that directly investigates the relations between children's peer tutoring and their second-order theory of mind, planning, referential communication and recall skills; showing a direct link between second-order mental state understanding and peer tutoring competence. The chapter concludes by focusing on the multidimensional, bi-directional nature of the relations between collaborative learning and the development of other important cognitive skills.

Original languageEnglish
Title of host publicationSelf- and Social-Regulation
Subtitle of host publicationExploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions
EditorsBryan Sokol, Ulrich Muller, Jeremy Carpendale, Arlene Young, Grace Iarocci
PublisherOxford University Press
ISBN (Electronic)9780199776962
ISBN (Print)9780195327694
Publication statusPublished - 01 May 2010
Externally publishedYes


  • Collaboration
  • Executive functioning
  • Mental state understanding
  • Peer tutoring
  • Planning
  • Referential communication
  • Social learning
  • Theory of mind

ASJC Scopus subject areas

  • General Psychology


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