The effect of students’ roles on the establishment of shared knowledge during collaborative problem solving: a case study from the field of mathematics

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge. An earlier version of this paper was presented at the 28th Annual Conference of the International Group for the Psychology of Mathematics Education (PME 28), held in Bergen, Norway in 2004.     

Forum: A New Culture of Learning

These brief essays by Mary Hess, Eugene Gallagher, and Katherine Turpin are solicited responses from three different contexts to the provocative book by Douglas Thomas and John Seely Brown, The New Culture of Learning (2011). Mary Hess writes from a seminary context, providing a critical summary of the authors' major concepts and their ramifications, positive and negative, for theological education and the church. Eugene Gallagher writes from a liberal arts setting, identifying characteristics of the face‐to‐face classroom that would go missing in a careless adoption of online learning environments. Finally, Katherine Turpin reports from the classroom, chronicling her experience in a course she redesigned for a graduate theological setting to employ some of the authors' pedagogical principles and strategies. Together, these responses offer critical appreciation and constructive critique of the work Thomas and Seely Brown have done – and point the conversation forward.     

社会网络视角下临时团队协作历史对协作主动行为的影响

动态变化和竞争激烈的环境催生了大量的临时团队。如何推动临时团队在限定合作时间预期和互动过程被压缩的情况下进行积极主动的内部协作, 对团队发展至关重要。目前研究大多聚焦在影响临时团队绩效的涌现状态和行为上, 较少关注临时团队组建时的已有联系, 这不利于临时团队发挥初始社会资源的优势以提升协作主动性。因此, 本文基于社会网络视角, 探讨临时团队协作历史与协作主动行为的关系, 在个体层次探索协作历史网络位置对个体协作主动行为的影响和机制, 在团队层次探索团队协作历史网络结构对协作主动行为的影响和机制。本文旨在拓展临时团队协作研究的视角, 阐明协作历史网络影响协作主动行为的内在机制和边界条件, 为企业通过合理组建临时团队来推动协作提供启示。     

智能组织中的人机协同决策：基于人机内部兼容性的研究探索

智能时代已然来临。智能技术的发展正加速推动组织的智能化进程。越来越多的企业在生产和管理中采用智能技术以提高竞争力。在此背景下,人机协同工作日益普遍,人机协同决策成为新型组织决策方式。然而,当前智能组织中的人机协同决策还面临信任度低、可控性低、透明度低、协同度低等一系列问题,它们阻碍了决策质量、效率和体验的提升。本项目认为,人机兼容性,特别是人机内部兼容性,如认知兼容性、情感兼容性、价值兼容性等,或是影响人机协同决策绩效的根本原因。因此,本项目基于人机内部兼容性理论视角,综合采用决策心理学、认知科学、组织行为学等多学科理论与方法,通过一系列现场研究和模拟实验,力图揭示人机协同决策中存在的问题及其成因,探究人机协同决策中内部兼容性的影响因素和作用机制,进而提出若干人机协同决策优化方法。项目研究成果将有助于促进人机协同决策理论与人机兼容性理论的发展,提升人机协同决策绩效,推进组织决策的智能化进程。     

集体记忆中的协作促进及其原因

摘 要 协作促进是指先前协作提取的经验对后续的个人提取具有积极影响。为了探讨协作促进产生的基本条件及其原因,本研究通过两个实验分别考察了小组的人数和回忆方式对协作促进的影响以及他人再现和交叉线索对协作促进的贡献。结果表明：无论小组的大小为2人组、3人组还是4人组,回忆方式为轮流回忆还是自由回忆均能产生协作促进,且轮流回忆的协作促进量要高于自由回忆的协作促进量;他人再现对协作促进的贡献大于交叉线索。这说明协作促进是一个稳定的现象,其主要原因是他人再现的作用。     

协作抑制的作用机制：来自编码阶段的证据

协作抑制是指当人们在一个记忆小组中一起提取信息的时候,小组提取的信息总量比等量个体提取的信息总量要少。本研究采用经典的协作抑制研究范式和两次提取任务,考察编码方式和学习次数对协作提取任务的影响,进一步将考察协作抑制的产生机制作为总研究目的。结果表明,编码方式相同条件下出现协作抑制,而编码方式不同条件下协作抑制消失,显示协作抑制的出现与否依赖于认知条件的改变;无论是学习一次还是学习两次,在第一次小组提取中出现协作抑制,而在第二次个人提取中协作抑制消失,在使用困难学习材料时也得到同样的研究结果。研究结果支持协作抑制的提取策略破坏假说。