Group cognition,membership change,and performance: Investigating the benefits and detriments of collective knowledge

This study analyzes the effects of group membership change on group cognition and performance to determine how groups can simultaneously leverage oldtimers’ collective knowledge and a newcomer’s expertise. Our analysis focuses specifically on the interrelated effects of the two components of a transactive memory system (TMS)—TMS structure and TMS processes—to explain the cognitive mechanisms through which membership change affects group performance. Results from a laboratory study show that groups that experience partial membership change tend to rely on the TMS structure that oldtimers developed in their original group, and that doing so is ultimately detrimental to performance because it creates inefficient TMS processes. Results from a supplemental study indicate that these TMS process inefficiencies can be avoided when oldtimers are instructed to reflect upon their collective knowledge prior to task execution. We discuss the implications for managing group cognition in organizations where membership change is prevalent.     

Knowledge and Attitudes Towards Genetic Testing: A Two Year Follow-Up Study in Patients with Asthma,Diabetes Mellitus and Cardiovascular Disease

Adequate knowledge and personal attitudes towards DNA-testing are major determinants of optimal utilization of genetic testing. This study aims to (1) assess the genetic knowledge and attitude towards genetic testing of patients with asthma, diabetes mellitus type II and cardiovascular diseases, (2) determine whether their knowledge or attitude changed since 2002, and (3) investigate the predictive role of knowledge on attitude. Data were collected within the Panel of Patients with Chronic Diseases in 2002 and 2004, resulting in 398 data-pairs. Results show that factual knowledge mainly relates to associations between genes and diseases, less is known on associations between genes, chromosomes, cells and body. The perceived knowledge on DNA-testing has not increased since 2002. The attitude towards genetic testing also appeared to be rather consistent. Less perceived medical genetic knowledge and more perceived social genetic knowledge were found predictive for a more reserved attitude towards genetic testing. In conclusion, advanced developments in the field of genetics are not accompanied by increased knowledge of patients with common multi-factorial diseases. The finding that more perceived social genetic knowledge results in more reluctance can be considered an indicator for the necessity of social debates on genetic testing.     

Cut-free common knowledge

Starting off from the infinitary system for common knowledge over multi-modal epistemic logic presented in [L. Alberucci, G. Jäger, About cut elimination for logics of common knowledge, Annals of Pure and Applied Logic 133 (2005) 73–99], we apply the finite model property to “finitize” this deductive system. The result is a cut-free, sound and complete sequent calculus for common knowledge.     

儿童运动认知的朴素理论

主要介绍了关于运动的朴素理论中儿童具有的两类知识系统,一是儿童在日常运动中能够描述出来的朴素信念即外显的概念知识,另一是儿童和运动的物体发生相互作用时所具有的知识即内隐的知识,并进一步阐述了内隐知觉知识和外显概念知识之间具有不可渗透性,内隐运动知识和外显概念知识存在着分离,内隐运动知识可以通过运动表象的方式转化为外显概念知识。提出了有待进一步探讨的问题：错误信念是否具有任务特殊性,内隐知觉知识和内隐运动知识之间关系等     

实践社区成员的自我效能感对知识传播过程和效果的影响

通过自编实践社区成员自我效能感问卷以及知识传播过程和效果问卷对宁夏、重庆两地200名企业实践社区成员进行测量,以研究自我效能感对知识传播过程及效果的影响。结果表明,问卷具有良好的信度和效度;自我效能感不同的实践社区成员在知识传播过程和效果方面存在显著的差异,可以利用自我效能感来预测实践社区知识传播的过程和效果。     

否定句理解中知觉仿真的动态过程

采用移动窗口阅读技术探讨否定句理解中被否定的情境和真实情境在头脑中的具体表征。实验材料包括否定句和图片,根据句子隐含形状与再认图片的匹配关系分为匹配和不匹配两个版本。实验1中句子呈现时间为700ms,结果发现匹配版本中图片再认时间明显短于不匹配版本,证实了否定句理解中被否定情境的知觉仿真。实验2中句子呈现时间延长到1000ms,结果两个版本图片再认时间没有差异,说明读者已经转为对否定句所表达的真实情境进行仿真。实验支持了知觉符号观并进一痔说明否常甸珈解中知带仿直和知慌符号瀚活是一个动杰的“两步击”的加工讨程。     

中学生知识学习观研究

采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。     

Cognitive ability in virtual reality: Validity evidence for VR game‐based assessments

Virtual reality (VR) technology may provide unique benefits for assessing individual characteristics, in contrast with traditional assessments. This study examined validity evidence for the use of VR game (VRG) scores to indicate specific cognitive abilities. Participants completed three VRGs, three computer‐based assessments (CBAs), and additional scales. To evaluate convergent validity, VRG scores were compared with CBA scores. For divergent validity, VRG scores were compared with five factors of personality based on the Five Factor Model. For criterion‐related validity, VRG scores were compared with academic achievement (i.e., grade point average). Findings generally provided support that the VRG scores are related to certain spatial reasoning subdimensions of cognitive ability. However, further research is needed to examine the qualities of VRGs as assessment tools.     

Role of prior knowledge in implicit and explicit learning of artificial grammars

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Key findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of expectations.