Proceedings of the Annual Meeting of the Cognitive Science Society

The goal of the current paper is to describe the results of an empirical study of tutoring dialogue, with special attention on the issue of correction in tutoring. In particular, this paper presents findings which strongly suggest that the ever> day preference for self-correction (Pomerantz, 1975) is maintained even in a heavily knowledge-asymmetric situation like tutoring. For further details of this study, readers should consult Fox (1993).