Investigating the Relationship between Transactive Memory and Performance in Collaborative Learning.

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Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences (2011, background): “Michinov and Michinov (2009) found that group size was negatively correlated with the coordination dimension of transactive memory systems: groups of two students were able to coordinate better than groups of three.”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, background): “Findings indicate that transactive memory can facilitate group performance in groups whose members are aware of other group members’ knowledge and expertise as opposed to groups where the members are not aware of fellow group members’ knowledge and expertise (Michinov & Michinov, 2009).”
Procrastination, participation, and performance in online learning environments (2011, methodology): “All t-test analyses performed were reduced to 1 df to avoid the family-wise Type I error (see Michinov & Michinov, 2009; Michinov & Monteil, 2002, for similar analyses).”