Collaborative problem-solving (CPS) involves the interaction and interdependence of students' social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific…

Two experiments were conducted to test the hypothesis that persons process a stimulus less extensively when they are part of a group that is responsible for the task than when they are individually responsible. Subjects were college students. (Author/MP)

Presents literature relevant to initial group structure and advances a model of group development based upon personal construct theory. The proposed model illuminates the relationship between initial structure and the psychological processes underlying group development. Research questions are posited to advance empirical tests of the model. (RC)

Research bearing on three aspects of small group learning is examined: (1) the relationship between interaction and achievement, (2) cognitive process and social-emotional mechanisms bridging interaction and achievement, and (3) characteristics of the individual, group, and reward structure that predict interaction in small groups. (Author/PN)