Abstract In this commognitive study, we take a close look at the interactive problem-solving by two middle-school students’ dyads, one of which participated in research conducted in Montreal, Canada in 1992, and the other, 25 years later, was a part of a classroom investigation in Melbourne, Australia. The present study was inspired by the second author’s impression of similarity between the two cases. Our analyses, conducted with the help of special constructs, participation profiles, participation structures and roles-in-activity, brought two types of results. First, striking likeness was identified between the two cases in the characteristics of interactions that could be responsible for the production and utilization of learning opportunities. Role conflict likely experienced by the participants emerged as a factor undermining the effectiveness of learning-in-peer-interaction. Second, the confirmation of the similarity, combined with a theoretically supported analysis of mechanisms of interaction, corroborated the claim about generalizability of findings in commognitive case studies.

中文翻译：

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关于可能发生的学习：两个城市的同一个故事

摘要 在这项认知性研究中，我们仔细观察了两位中学生对问题的互动解决，其中一位参与了 1992 年在加拿大蒙特利尔进行的研究，另一位则是 25 年后的澳大利亚墨尔本课堂调查的一部分。本研究的灵感来自第二作者对两个案例之间相似性的印象。我们在特殊结构、参与概况、参与结构和活动角色的帮助下进行的分析带来了两种类型的结果。首先，在可能负责学习机会的产生和利用的交互特征方面，在两个案例之间发现了惊人的相似之处。参与者可能经历的角色冲突成为破坏同伴互动学习有效性的一个因素。其次，对相似性的确认，结合对相互作用机制的理论支持分析，证实了关于认知案例研究中发现的普遍性的主张。