Abstract
The purpose of this quasi-experimental study was to investigate what appears to be a grounding assumption in some adult developmental and educational research: persons of differing epistemologies who are grouped together will understand one another less well than persons who are grouped homogeneously. A robust effect is discussed within the context of adult development theory, research on collaborative learning groups, and Bruffee's social constructionist challenge (K. A. Bruffee, 1993) to Perry and to cognitive development theory. Collateral research questions relating to covariates of developmental position (according to the Perry scheme) are entertained; confirmatory qualitative data are presented.
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Lovell, C.W., Nunnery, J. Testing the Adult Development Tower of Babel Hypothesis: Homogeneous by Perry Position Collaborative Learning Groups and Graduate Student Satisfaction. Journal of Adult Development 11, 139–150 (2004). https://doi.org/10.1023/B:JADE.0000024546.27564.9c
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DOI: https://doi.org/10.1023/B:JADE.0000024546.27564.9c