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This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M=12.13years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M=22.7) hours in a programming class. At the beginning and the end of the project, each participant separately...
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