Interactive Effects of Team and Task Shared Mental Models as Related to Air Traffic Controllers' Collective Efficacy and Effectiveness

We assessed the influence of task and team shared mental models (SMMs) on team effectiveness, as mediated by collective efficacy. Using a sample of 422 air traffic controllers representing 43 Navy teams from land-based towers, task SMMs exhibited a significant linear relationship with team effectiveness, whereas team SMMs did not. Moreover, the interaction of team and task SMMs was positively related to team effectiveness. Collective efficacy was found to mediate the relationship between task SMMs (but not team SMMs or their interaction) and team effectiveness. Results are discussed in terms of the complex nature of SMMs and team outcomes.     

Competing Accounts of Progress: The Redemptive Purpose of Memory in J.B. Metz and Theodor Adorno

What unifies the accounts of history and progress presented by Adorno's Critical Theory and Metz's political theology? I show: (i) that both resist the ‘magic spell’ of an Enlightenment totality on whose strength the violent excesses of modernity have been built; (ii) that both accomplish this resistance by memory of victims or the ‘losers of history’; and (iii) that both hold out hope for the possibility of progress in time. However, the two accounts differ in important ways. These differences stem from: (i) the transference of historical subjectivity from homo emancipator to the God of Jesus’ passion; (ii) the role of the ‘eschatological proviso’ in guaranteeing theological futuricity; and (iii) the fullness of Metz's eschatological justice as compared to Adorno's conception of progress as the mere ‘avoidance of catastrophe’. This project brings the work of one of the most influential social critics of the twentieth century into dialogue with that of a politically engaged theologian of the same historical‐cultural context. In doing so, I hope to suggest the theological richness of Metz's approach but also the significant contributions of dialectical criticism to the practice of theology in the modern era.     

Feminism and Health in the Decade of Behavior

National health data are presented to demonstrate that important issues of women's health are linked to inequality and to the generalized oppression of women. Health issues of violence, reproductive health, coronary health, and mental health are reviewed as they relate to women of color and diverse ethnicity as well as to women in general. Feminist principles are applied to these issues, pointing out inequalities in assessment, treatment and access to care, bias in research and lack of research on topics particularly relevant to women and minorities, and limitations in the education and training of health care providers. It is imperative that these problems, which are not solely biological, be addressed in light of systems-level analysis that includes a feminist lens. Guided by feminist principles and sensibilities, the relevance of behavioral and social science is outlined for research, training, assessment, intervention, evaluation, and overall social change.     

Correcting a metacognitive error: feedback increases retention of low-confidence correct responses

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors.     

A SENSE OF OCCASION

A continuous Oxford tradition on knowledge runs from John Cook Wilson to John McDowell. A central idea is that knowledge is not a species of belief or that, in McDowell's terms, it is not a hybrid state; that, moreover, it is a kind of taking in of what is there that precludes one's being, for all one can see, wrong. Cook Wilson and McDowell differ on what this means as to the scope of knowledge. J.L. Austin set out the requisite foundations for McDowell to be right. McDowell has shown why the tradition, and his version of it, need to be right. But he does not accept Austin's innovation. That is a shame. For, despite McDowell's very great insightfulness, precisely that much separates him from a very powerful, and correct, view of what knowledge is.     

Collective memories of three wars in United States history in younger and older adults

A collective memory is a representation of the past that is shared by members of a group. We investigated similarities and differences in the collective memories of younger and older adults for three major wars in U.S. history (the Civil War, World War II, and the Iraq War). Both groups were alive during the recent Iraq War, but only the older subjects were alive during World War II, and both groups learned about the Civil War from historical sources. Subjects recalled the 10 most important events that occurred during each war and then evaluated the emotional valence, the relative importance, and their level of knowledge for each event. They also estimated the percentage of people that would share their memory of each event within their age group and the other age group. Although most historical events were recalled by fewer than 25 % of subjects, younger and older adults commonly recalled a core set of events for each war that conform to a narrative structure that may be fundamental to collective remembering. Younger adults showed greater consensus in the events that they recalled for all three wars, relative to older adults, but there was less consensus in both groups for the Iraq War. Whereas younger adults recalled more specific events of short duration, older adults recalled more extended and summarized events of long duration. Our study shows that collective memories can be studied empirically and can differ depending on whether the events are experienced personally or learned from historical sources.     

An experimental investigation into the effects of uncertainty on rational behaviour in two person symmetric games

This paper reports the results of two experiments to investigate the effects of payoff alterations in two-person symmetric games. The initial experiment involved 60 subjects, each of whom could earn from £0 to £15, depending on the interaction of their decisions and the unknown decisions of one other person. All decisions were made without feedback to isolate the impact on subjects' behaviour of the game's parameters. A primary aim was to see if the games had strategically distinct structures, or whether uncertainty over the choice rule of others would influence choice behaviour and lessen this independence. An alternative model of rational choice, making allowance for uncertainty in the decision environment, was proposed to capture subjects' behaviour. The results indicated that the frontiers of most of the games had no impact on choice behaviour other than through the magnitude of the change in payoffs. The model received strong support across an identifiable set of ‘frontierless’ games. However, the variety of games was not sufficient to provide a comprehensive test. A second experiment was recently held to close these gaps. Fifty subjects took part, each of whom earned from A$0 to A$24, averaging A$17. The findings provided broad additional support for the theory.