An empirical investigation into carpooling behaviour for sustainability

Carpooling is a sustainable, economical, and environmental friendly solution that can significantly reduce air pollution and traffic congestion in urban areas. In spite of its numerous benefits, commuters are still skeptic about adopting it as a routine choice for transportation. This study attempts to map commuters’ attitude towards carpooling services. The study has focused on a few motivational constructs that can have an influence on commuters’ behavior. The study has looked at the role of cognitive complexity and empowerment perceptions of commuters to check if these constructs significantly intervene in the behavioral outcomes. The methodology used is a scenario-based 2 × 2 survey design where the sample is an individual who has experience with carpooling. The survey has used two levels (high, low) each of cognitive complexity and psychological empowerment to give rise to four scenarios. The final sample consisted of 400 carpoolers selected from an IT park having more than 5000 employees. MANOVA analysis showed that cognitive complexity and psychological empowerment had significant influence on the motivational constructs used in the study. Value beliefs, safety and platform quality perceptions were found to have a direct impact on attitude formation and intention to engage in carpooling behavior. The findings offer many implications for managers in the sense that that they can focus on creating suitable communication that creates favorable perceptions towards carpooling to bring about better adoption intentions.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

Collaborative mother–toddler communication and theory of mind development at age 4

Focusing on social pragmatics, this longitudinal study investigated the contribution of mother–toddler collaborative communication to theory of mind (ToM) development at age 4. At age 2½, 78 toddlers (42 boys) and their mothers were observed during pretend play. At age 4, children were tested using 4 false belief understanding tasks. Both mothers and toddlers engaged in more collaborative (inform, guide/request, and support/confirm) than non-collaborative communication acts. Other-focused collaborative acts of support/confirm by mothers and toddlers predicted children's false belief understanding, even after controlling for 5 covariates. In addition, as active agents in their own ToM development, the contribution of toddlers' collaborative acts to false belief understanding was independent of their mother's. Finally, the way toddlers and their mothers co-constructed their communication mattered. Only when toddlers engaged in high levels of collaborative acts, the mothers' high levels of collaborative acts demonstrated a positive effect on children's ToM development. The applied implications of these findings are discussed.     

Managing the interactions between multiple identities in inter-organizational collaborations: an identity work perspective

Inter-organizational collaboration (IOC) research considers the achievement of a collaborative identity as a key enabler of a successful collaboration. As a result, little has been said about the interactions between collaborative and non-collaborative identities. We build on narrative identity work and positioning theory, to explore how collaboration partners engage in identity work positioning to manage the interactions of the multiple identities emerging through the process of collaboration as they try to accomplish collaborative work. We illustrate this process through a qualitative longitudinal study of an educational partnership in Greece. Our analysis shows how IOC partners manage the interactions between collaborative and non-collaborative identities by positioning themselves, and others, in narratives of collaboration as part of their daily identity work when responding to emerging collaborative needs. Our research extends our current understanding of identity work processes in IOCs by demonstrating the paradoxical nature of the collaboration, which requires relying on both collaborative and non-collaborative identities for the successful achievement of aims. We therefore suggest that identity tensions should not be resolved but rather managed, since they enable partners to respond creatively to contextual organizational changes and make sense of the collaboration as it happens.     

Learning of letter names and sounds and their contribution to word recognition

This study investigated knowledge of letter names and letter sounds, their learning, and their contributions to word recognition. Of 123 preschoolers examined on letter knowledge, 65 underwent training on both letter names and letter sounds in a counterbalanced order. Prior to training, children were more advanced in associating letters with their names than with their sounds and could provide the sound of a letter only if they could name it. However, children learned more easily to associate letters with sounds than with names. Training just on names improved performance on sounds, but the sounds produced were extended (CV) rather than phonemic. Learning sounds facilitated later learning of the same letters' names, but not vice versa. Training either on names or on sounds improved word recognition and explanation of printed words. Results are discussed with reference to cognitive and societal factors affecting letter knowledge acquisition, features of the Hebrew alphabet and orthography, and educational implications.     

Collaborative recall of details of an emotional film

Collaborative inhibition refers to the phenomenon that when several people work together to produce a single memory report, they typically produce fewer items than when the unique items in the individual reports of the same number of participants are combined (i.e., nominal recall). Yet, apart from this negative effect, collaboration may be beneficial in that group members remove errors from a collaborative report. Collaborative inhibition studies on memory for emotional stimuli are scarce. Therefore, the present study examined both collaborative inhibition and collaborative error reduction in the recall of the details of emotional material in a laboratory setting. Female undergraduates (n = 111) viewed a film clip of a fatal accident and subsequently engaged in either collaborative (n = 57) or individual recall (n = 54) in groups of three. The results show that, across several detail categories, collaborating groups recalled fewer details than nominal groups. However, overall, nominal recall produced more errors than collaborative recall. The present results extend earlier findings on both collaborative inhibition and error reduction to the recall of affectively laden material. These findings may have implications for the applied fields of forensic and clinical psychology.     

Consensus collaboration enhances group and individual recall accuracy

We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: Recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—turn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering.     

The applied value of collaborative memory research in aging: Behavioral and neural considerations

Our aim in this paper is to bring attention to the applied value of collaborative memory research in aging. At this time, much collaborative memory research focuses on the negative effects of collaboration in younger adults, and is primarily basic in nature. Here, we highlight the positive effects of collaboration that have received less attention, with a particular emphasis on the applied value of these effects in older adults. We first review studies to show that recalling in a group improves later individual recall and reduces memory errors in older adults. We then outline a four-step approach towards bridging laboratory and applied collaborative memory research, which involves: (1) complementing traditional paradigms with more ecologically valid paradigms, (2) evaluating these paradigms in applied settings, (3) adapting these paradigms for use with cognitively intact and cognitively impaired populations, and (4) modifying these paradigms to examine the neural systems that operate during collaborative recall.     

Acknowledge,repeat, rephrase,elaborate: Witnesses can help each other remember more

Crimes are often observed by multiple witnesses. Research shows that witnesses can contaminate each other's memory, but potential benefits of co-witness discussion have not yet been investigated. We examined whether witnesses can help each other remember, or prune each other's errors. In a research design with high ecological validity, attendees of a theatre play were interviewed approximately one week later about a violent scene in the play. The couples that signed up for our study had known each other for 31 years on average. Participants were first interviewed individually and then took part in a collaborative interview. We also included a control condition in which participants took part in two individual interviews. Collaboration did not help witnesses to remember more about the scene, but collaborative pairs made significantly fewer errors than nominal pairs. Further, quantitative and qualitative analyses of retrieval strategies during the discussion revealed that couples who actively acknowledged, repeated, rephrased, and elaborated upon each other's statements remembered significantly more information overall. Taken together, our findings suggest that, under certain circumstances, discussion between witnesses is not such a bad idea after all.