Abstract
Stiles (1978a) has proposed that intersubjectivity be studied by analyzing utterances for the extent to which the speaker or the hearer is used as the focus, frame of reference or source of experience in the utterance. In this study Stiles' discourse analysis system was used to determine if there are general differences in the way individuals varying in construct system development use their utterances to establish understanding with others. Students varying in cognitive complexity and construct system abstractness discussed a course policy that was relevant to their class. Results showed that construct system development was positively correlated with edification and question response mode use, and negatively correlated with interpretation response mode use.
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