Proceedings of the Annual Meeting of the Cognitive Science Society

Although it is well documented that one-to-one tutoring is more effective than alternative training methods, there have been few attempts to examine the process of naturalistic tutoring. This project explored dialogue patterns in 44 tutoring sessions in which graduate students tutored undergraduate students on troublesome topics in research methods. W e analyzed pedagogical strategies, feedback mechanisms, question asking, question answering, and pragmatic assumptions during the tutoring process.