Children worked in pairs or as individuals on a computer-based language pro
blem-solving task, and their keyboard activities were monitored along with
their discussions of the task. A total of 60 children worked in either sing
le-gender or mixed-gender pairings and a further 21 children worked individ
ually. Previous investigations have indicated that suggestions and evaluati
ons by the children are associated with improved task performance, and that
the gender composition of the pairs has also been found to influence perfo
rmance. In the present doze task boy-girl pairs showed lower levels of verb
al interaction and less keyboard co-operation, but few differences in task
performance in comparison with single-gender pairs. All children working in
pairs out-performed children working individually. (C) 2000 Elsevier Scien
ce Ltd. All rights reserved.