experiment using Hong Kong and U.S. students that examines the influence of GSS and national culture on group processes, meeting satisfaction, and group outcomes. Results indicate that the influence of GSS was consistent with prior research but the influence of culture was much less predictable.

This paper presents evidence that “social capital ” matters for measurable economic performance, using indicators of trust and civic norms from the World Values Surveys for a sample of 29 market economies. Memberships in formal groups—Putnam’s measure of social capital—is not associated with trust

Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace

The problems of designing large software systems were studied through interviewing personnel from 17 large projects. A layered behavioral model is used to analyze how three lgf these problems-the thin spread of application domain knowledge, fluctuating and conflicting requirements

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and Stephen Trejo for useful comments, and to the National Sci-ence Foundation for research support. 1.

Existing models for describing a process (such as a business process or a software development process) tend to focus on the \what " or the \how " of the process. For example, a health insurance claim process would typically be described in terms of a number of steps for assessing

Culture influences action not by providing the ultimate values toward which action is oriented, but by shaping a repertoire or "tool kit " of habits, skills, and styles from which people construct "strategies of action. " Two models of cultural influence are developed

Distinctions have been proposed between systems of reasoning for centuries. This article distills properties shared by many of these distinctions and characterizes the resulting systems in light of recent findings and theoretical developments. One system is associative because its computations

on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others ' judgments or their own