Do children need to learn to collaborate?

We used a collaborative recall task to explore the nature and consequences of children's interaction with another child at the same or different age. Ninety-six children memorised word lists for recall. In a first condition children recalled collaboratively: in a pair with another child. In a second condition children recalled words independently (this made possible the creation of "nominal" pairs for comparison). Pairs were either composed of two 7-year-olds, two 9-year-olds, or a 7- and a 9-year-old. Older pairs, like adults, showed a net negative effect of collaborative recall. However, younger children showed no effects of collaboration. Analyses of the different contributions offered by each child in a pair, and of measures of social dominance suggest that older children dominate social aspects of interaction and recall when paired with a younger child. We argue that younger children may lack full awareness of the role of interaction as a forum for the co-construction of knowledge.