Collaborative learning tasks involve interaction between multiple participants, who thus need to maintain some degree of mutual understanding. The process by which this is accomplished is termed grounding. The way in which collaboration, grounding and learning take place is largely determined by the task, the situation and the tools available. This paper discusses relations between grounding, collaboration and learning, drawing on research from two main areas: the Language Sciences and Cultural-Historical Activity Theory ("CHAT"). We build a unifying perspective of mutual understanding mediated by material and semiotic tools that can be used for analysis as well as for design of collaborative learning tasks, especially those that are carried out via computer-mediated communication. We illustrate the perspective with reference to a particular computermediated collaborative learning situation in the domain of physics. 1. Introduction Collaborative learning is a complex phenomenon that c...

This article has four distinct but related purposes. First, we describe the research setting for assessing human information processing style in terms of the rationalintuitive complementarity. We highlight earlier management study that directly deals with this dimension. Then we review popular instruments for assessing style in rational-intuitive terms. Second, we outline a conceptual model that elaborates the rational-intuitive styles of human information processing into three modes each. There are innovative management studies, and Eastern and Western philosophical bases for this model. We use this background to help synthesize three lines of neurophysiological research to formulate a six-mode human information processing (HIP) metaphor. Third, we use the HIP metaphor to develop an HIP survey with a scale for each mode. This section describes how conceptual definitions are derived from the model with guidance from the rational-intuitive term pairs and the survey item pool. Fina...

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Collaborative learning tasks involve interaction between multiple participants, who thus need to maintain some degree of mutual understanding. The process by which this is accomplished is termed grounding. The way in which collaboration, grounding and learning take place is largely determined by the task, the situation and the tools available. This paper discusses relations between grounding, collaboration and learning, drawing on research from two main areas: the Language Sciences and Cultural-Historical Activity Theory ("CHAT"). We build a unifying perspective of mutual understanding mediated by material and semiotic tools that can be used for analysis as well as for design of collaborative learning tasks, especially those that are carried out via computer-mediated communication. We illustrate the perspective with reference to a particular computermediated collaborative learning situation in the domain of physics. 1.