How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving

Bortz, J. (1999). Statistik für Sozialwissenschaftler. Berlin: Springer.

Clark, H., & Brennan, S. (1991). Grounding in communication. In L. B. Resnick, R. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149). Washington: American Psychological Association.

Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.

Cohen, J. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement, 33, 107–112.

Dehler, J., Bodemer, D., & Buder, J. (2007). Fostering audience design of computer-mediated knowledge communication by knowledge mirroring. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer-Supported Collaborative Learning Conference (pp. 168–170). New Brunswick: International Society of the Learning Sciences, Inc.

Engelmann, T., Tergan, S.-O., & Hesse, F. W. (2010). Evoking knowledge and information awareness for enhancing computer-supported collaborative problem solving. The Journal of Experimental Education, 78, 1–20.

Fjermestad, J. (2004). An analysis of communication mode in group support systems research. Decision Support Systems, 37(2), 239–263.

Fussell, S. R., & Krauss, R. M. (1989a). The effects of intended audience on message production and comprehension: Reference in a common ground framework. Journal of Experimental Social Psychology, 25, 203–219.

Fussell, S. R., & Krauss, R. M. (1989b). Understanding friends and strangers: The effects of audience design on message comprehension. European Journal of Social Psychology, 19, 509–526.

Fussell, S. R., & Krauss, R. M. (1991). Accuracy and bias in estimates of others’ knowledge. European Journal of Social Psychology, 21, 445–454.

Gross, T., Stary, C., & Totter, A. (2005). User-centered awareness in computer-supported cooperative work-systems: Structured embedding of findings from social sciences. International Journal of Human-Computer Interaction, 18, 323–360.

Gutwin, C., & Greenberg, S. (2002). A descriptive framework of workspace awareness for real-time groupware. Computer Supported Cooperative Work, 11, 411–446.

Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49, 1037–1065.

Keller, T., & Tergan, S.-O. (2005). Visualizing knowledge and information: An introduction. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization—Searching for synergies (pp. 1–23). Berlin: Springer.

Keysar, B., Ginzel, L. E., & Bazerman, M. H. (1995). States of affairs and states of mind: The effects of knowledge of beliefs. Organizational Behavior and Human Decision Processes, 64, 283–293.

Kiesler, S., Siegel, J., & McGuire, T. W. (1984). Social psychological aspects of computer-mediated communication. American Psychologist, 39, 1123–1134.

Krauss, R. M., & Fussell, S. R. (1991). Perspective-taking in communication: Representations of others’ knowledge in reference. Social Cognition, 9, 2–24.

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments. A review of the research. Computers in Human Behavior, 19, 335–353.

Liang, D. W., Moreland, R., & Argote, L. (1995). Group versus individual training and group performance: The mediating role of transactive memory. Personality and Social Psychology Bulletin, 21(4), 384–393.

Malone, T. W., & Crowston, K. (1994). The interdisciplinary study of coordination. ACM Computing Surveys, 26(1), 87–119.

Nickerson, R. S. (1999). How we know—and sometimes misjudge—what others know: Imputing one’s own knowledge to others. Psychological Bulletin, 125(6), 737–759.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.

Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting eta-squared values from multifactor ANOVA designs. Educational and Psychological Measurement, 64(6), 916–924.

Siemens, G. (2005). Connectivism. A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

Tergan, S.-O. (2005). Digital concept maps for managing knowledge and information. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization. Searching for synergies (pp. 173–191). Berlin: Springer.

Tergan, S.-O., Keller, T., & Burkhard, R. (2006). Integrating knowledge and information: Digital concept maps as a bridging technology. Information Visualization, 5(3), 167–174.

Wegner, D. M. (1986). Transactive memory: A contemporary analysis of the group mind. In B. Mullen & G. R. Goethals (Eds.), Theories of group behaviour (pp. 185–208). New York: Springer.

Wegner, D. M. (1995). A computer network model of human transactive memory. Social Cognition, 13(3), 319–339.