This study examined the influence of various conflict management mechanisms embedded into computer-supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an assign design, in which the mapping control was designated to a particular group member; a rotate design, in which the mapping control was rotated among the group members; a give design, in which the child with mapping control could relinquish control to another group member; and an open design, in which every group member simultaneously had mapping control. Ninety-six fifth and sixth grade Taiwanese students participated in this study. They were arranged into assign, rotate, give, or open three-member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.