Positive Resource Interdependence for Young Students

Peer learning, and especially cooperative learning, is encouraged by many instructional models in a variety of settings at elementary schools because of its positive social and cognitive outcomes. One key element in structuring cooperative learning is positive interdependence that stresses the complementarity between members: Group members have to perceive that they are linked to each other in a way that the success of one benefits everyone. Many cooperative methods propose to reinforce the perception of complementarity in distributing unique information to each member (Jigsaw method, cooperative teaching). Nevertheless, if positive resource interdependence favours cooperation and learners' involvement, it also creates informational dependence. This chapter presents the results of two interventions that were carried out where primary students worked on two argumentative texts either on identical (no resource independence) or complementary (positive resource interdependence) information in pairs. Results demonstrate the two sides of positive resource interdependence: Resource interdependence constitutes a nudge for cooperation but a pitfall for learning.