Sequences of different types of thinking during group discussions can affect how well the group performs over time. A study with primary school students found that groups with more basic thoughts followed by deeper thoughts tended to write more words in their essays. Groups with more complex thoughts or specific sequences of thoughts showed different ideas in their essays. This suggests that the order in which thoughts occur can impact how well a group works together and comes up with new ideas. This information can help teachers guide student discussions and evaluate their performance.