Collaborative problem-solving (CPS) is a vital skill used both in the
workplace and in educational environments. CPS is useful in tackling
increasingly complex global, economic, and political issues and is considered a
central 21st century skill. The increasingly connected global community
presents a fruitful opportunity for creative and collaborative problem-solving
interactions and solutions that involve diverse perspectives. Unfortunately,
women and underrepresented minorities (URMs) often face obstacles during
collaborative interactions that hinder their key participation in these
problem-solving conversations. Here, we explored the communication patterns of
minority and non-minority individuals working together in a CPS task. Group
Communication Analysis (GCA), a temporally-sensitive computational linguistic
tool, was used to examine how URM status impacts individuals' sociocognitive
linguistic patterns. Results show differences across racial/ethnic groups in
key sociocognitive features that indicate fruitful collaborative interactions.
We also investigated how the groups' racial/ethnic composition impacts both
individual and group communication patterns. In general, individuals in more
demographically diverse groups displayed more productive communication
behaviors than individuals who were in majority-dominated groups. We discuss
the implications of individual and group diversity on communication patterns
that emerge during CPS and how these patterns can impact collaborative
outcomes.

探究少数群体在协作问题解决任务的沟通模式和影响社会认知语言模式的因素，结果显示了不同族裔群体之间存在着关键的社会认知特征，对于产生富有成果的协作互动至关重要。此外，研究还发现了群体的种族和族裔构成对于个人和群体沟通模式的影响，在比例相对较高的多样化群体中，个人表现出更具生产力的沟通行为。讨论了个体和群体多样性对于协作问题解决中出现的沟通模式的影响，并阐述了这些模式对协作产出的影响。