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.

翻译：协作问题解决（CPS）是工作场所和教育环境中不可或缺的关键技能，它有助于应对日益复杂的全球、经济和政治议题，被视为21世纪的核心素养。日益紧密的全球社区为融合多元视角的创造性协作问题解决互动及其方案提供了丰富机遇。然而，女性及少数族裔群体在协作互动中常面临阻碍其参与此类问题解决对话的困境。本研究探讨了少数与非少数群体成员在CPS任务中的沟通模式。采用时间敏感型计算语言学工具——群体沟通分析（GCA），考察少数族裔地位如何影响个体的社会认知语言模式。结果显示，在不同种族/民族群体中，体现高效协作互动的关键社会认知特征存在差异。我们进一步研究了群体种族/民族构成对个体及群体沟通模式的影响。总体而言，相较于多数群体主导的团队，人口多样性更高的团队成员展现出更具建设性的沟通行为。本文讨论了个体与群体多样性对CPS沟通过程中涌现的沟通模式的影响，并阐释了这些模式如何作用于协作成果。