According to Kumar (1996): In shared cognition theory the environment in which learning takes place is given the focus rather than the environment-independent cognitive processes. The environment consists of both physical context and social context.
Shared cognition is related to situated cognition theory and that focuses on peer learning in contexts where they are applicable (Brown, Collins, & Duguid, 1988 and Lave & Wenger, 1991). According to Kumar (1996), advantages of the situated cognition approach and situated learning instructional designs are:
- By linking together specific contexts and the knowledge to be learned, peers learn conditions under which the knowledge should be applied.
- Situations foster creative thinking. Peers often learn how the knowledge they have can be applied in new situations.
- Situatedness leads to the acquired knowledge being more practical in nature.
According to this approach, collaboration is viewed as a process of building and maintaining a shared conception of a problem, thus ensuring a natural learning environment.
Overall, it seems that situation awareness is the broadest goal state within group cognition. Within situation awareness is the concept of team or shared mental models. These mental models can be taskwork or teamwork-related, and can focus on knowledge structures or belief structures
- Brown, J. S.; Collins, A.; and Duguid, P. (1988). Situated cognition and the culture of learning. Technical report, Institute for Research on Learning.
- Clark, H. H. & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. Levine and S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 127-149). Washington, DC.: American Psychological Association.
- Hopp, Pam; C.A.P. Smith and Stephen C. Hayne (2002), Literature Review of Shared Cognition, College of Business, Colorado State University, Working Paper. 
- Kumar, Vivekanandan Suresh (1996), Computer-Supported Collaborative Learning: Issues for Research, Department of Computer Science, University of Saskatchewan. HTML, retrieved 18:01, 9 February 2007 (MET).
- Lave, J., and Wenger, E., eds. 1991. Situated Learning: Legitimate peripheral participation. Cambridge University Press.
- Robert M. Cradock. Review of Lauren B. Resnick; John M. Levine; Stephanie D. Teasley, Contemporary Sociology, Vol. 21, No. 5. (Sep., 1992), pp. 716-717. JSTOR Bitmap