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1.
Piet Van den Bossche Wim Gijselaers Mien Segers Geert Woltjer Paul Kirschner 《Instructional Science》2011,39(3):283-301
To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning
behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental
models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams
engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques.
The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team
learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental
models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores
the importance of developing shared cognition in teamwork. 相似文献
2.
As teams have become fundamental parts of today’s organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was originally developed and tested in an educational context. This team learning model includes several socio-cognitive factors that precede, constitute, and result from team learning behaviour. Findings based on path analyses indicate that psychological safety, social cohesion and group potency are positively related to team learning behaviour in military teams. In addition, team learning behaviour does not only foster the construction of mutually shared cognition and transactive memory systems, but also relates positively to the effectiveness of military teams. 相似文献
3.
Jeng‐Yi Tzeng 《Performance Improvement Quarterly》2006,19(2):155-172
While team mental models have been shown to be effective in facilitating team operations in ordinary transactive organizations, their impact on loosely coupled yet value‐laden organizations is relatively under studied. Using qualitative inquiry methodology, this study investigates the three referential frameworks (i.e., theoretical knowledge, practical experiences, and team consciousness) of the team mental models employed in a nonprofit organization which provides therapy for hearing‐impaired children in Taiwan. The results indicate that fostering a strong team mental model may be an effective way to ensure that the performance of value‐laden practice meets a certain expectation. Moreover, I present arguments that because various cognitive properties of team mental models are formed, shared, and represented in different ways, they should be investigated and understood from a holistic perspective; and that it should also be cultivated by an integrative approach that utilizes theoretical, practical, and organizational knowledge. 相似文献
4.
Eric G. Sikorski Tristan E. Johnson Paul H. Ruscher 《Journal of Science Education and Technology》2012,21(6):641-651
The purpose of this study was to examine the effects of a shared mental model (SMM) based intervention on student team mental model similarity and ultimately team performance in an undergraduate meteorology course. The team knowledge sharing (TKS) intervention was designed to promote team reflection, communication, and improvement planning. Results reveal that the TKS intervention was partially effective in enhancing student team SMM and team scores on meteorology lab assignments. The TKS intervention has potential for use in science courses where a teaming approach is used. Similar interventions could likely be developed, empirically examined, and potentially employed to promote success in handling complex challenges while working in teams in the classroom and beyond. 相似文献
5.
终身学习与学习型组织的创建 总被引：1，自引：0，他引：1
学习型组织不仅为个体的终身学习提供需求，同时也为学习的成果共享提供舞台。学习型组织的创建主要通过自我超越、改善心智模式、建立共同愿景、团队学习和系统思考五项修炼进行。进一步认识个人学习、共同学习、组织学习的意义和方法，是提高继续教育为个人和组织学习服务质量的前提。 相似文献
6.
Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability 总被引：4，自引：0，他引：4
Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed. 相似文献
7.
学习型组织理论视阈下的辅导员队伍建设思考 总被引：1，自引：0，他引：1
本文借鉴学习型组织理论的"五项修炼"要义,从建立共同的愿景、团队学习、改变心智模式、学会系统思考和不断自我超越五方面入手,结合思想政治工作实际,探讨学习型辅导员队伍建设的实现途径和推进机制。 相似文献
8.
Ouhao Chen Juan C. Castro-Alonso Fred Paas John Sweller 《Educational Psychology Review》2018,30(2):483-501
Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This “depletion effect” can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of cognitive load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of cognitive load theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed. 相似文献
9.
Erik Wallen Jan L. Plass Roland Brünken 《Educational technology research and development : ETR & D》2005,53(3):59-71
Students participated in a study (n=98) investigating the effectiveness of three types of annotations on three learning outcome
measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with
a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating
information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the
text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes.
In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted
in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect
was stronger for low-verbal-ability learners, who showed lower peformance in treatments with multiple types of annotations
than high-verbal-ability learners. 相似文献
10.
胡琳丽 《青岛大学师范学院学报》2009,26(3):36-45
谈判是一种常见的社会互动现象,整合式谈判是一种双赢谈判,共享心理模型揭示了整合式谈判的心理模型机制。心理模型与团队共享心理模型的研究是谈判共享心理模型研究的前提与基础,谈判共享心理模型的相似性与准确性影响着谈判结果,未来需要加强对谈判共享心理模型的动态研究与理论研究。 相似文献
11.
The aim of the present study was to investigate the relationships between the three dimensions of transactive memory (coordination, credibility, and specialization) and performance of collaborating students. A total of 113 students, distributed into groups of two or three, participated in the study. They were required to complete a series of learning tasks during the semester and to write a joint report for each task to be evaluated by their instructors. Afterwards, they were asked to fill out a questionnaire including self-report measures of transactive memory. The results showed a well-established positive relationship between transactive memory and performance based essentially on coordination; also, performance improved linearly as members developed specializations within groups. Implications for future research in collaborative learning are discussed. 相似文献
12.
Estelle Michinov Nicolas Michinov Pascal Huguet 《European Journal of Psychology of Education - EJPE》2009,24(2):155-168
This experiment was designed to examine the effects of gender role and task content on performance in learning dyads and to
test the potential mediator effect of an intragroup process related to transactive memory. A total of 44 same-gender dyads
participated in the study and were asked to collaborate on a stereotypically masculine or feminine task in a laboratory setting.
Collective performance and transactive memory were measured. As predicted, the results showed an interaction between group
gender and task content on group performance, with male dyads showing poorer performance on a masculine task than female dyads.
However, contrary to expectations, this moderation effect was not mediated by transactive memory, which appeared as a simple
mediator of the relationship between group gender and performance. The results are discussed in the framework of the social
role theory, and implications for future research in small learning groups are proposed. 相似文献
13.
多媒体学习的认知机制 总被引：3，自引：0，他引：3
多媒体学习的认知机制是从两个层面上加以研究的。一个层面是专门的多媒体认知机制理论,包括双重编码理论、多媒体学习模型与新双重编码理论,另一个层面是一般性的认知机制理论,包括工作记忆模型、分布式认知理论、认知负荷理论以及生成学习理论等。这些理论对前一层面的模型起支撑作用,并能指导对多媒体学习的深入研究。但是,多媒体学习的认知机制研究应当是以建构主义学习理论而不是认知主义的学习理论为背景的,应当具有大脑认知神经科学的证据予以支持,应当是关注学习的情境性问题。 相似文献
14.
Katrien Vangrieken Filip Dochy Elisabeth Raes 《European Journal of Psychology of Education - EJPE》2016,31(3):275-298
This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct team entitativity was introduced. Defined as the degree to which a group of individuals possesses the quality of being a team, this makes it possible to extend team learning research from strict teams-in-theory to various types of teams-in-practice, including teacher teams. The team learning beliefs and behaviours model, including team entitativity, was applied to teacher teams, assessing whether it still stands in these non-strict teams. Data were collected from 105 teams and analysed using multilevel analysis. Results showed that team entitativity, psychological safety and group potency were related to the occurrence of team learning. The latter appeared to be significantly related to team effectiveness, and the formation of mutually shared cognition was found to be a mediating variable in this relationship. 相似文献
15.
Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors. 相似文献
16.
张有全 《温州大学学报(社会科学版)》2005,18(2):77-80
学习型组织是当今社会一种先进的管理理念和新型的组织模式。面对知识经济的大潮，我国高校后勤在社会化改革实践中，必须从营造自我超越氛围、改善心智模式、建立共同愿景、开展团体学习和促进系统思考等五项修炼入手，构建学习型组织。 相似文献
17.
This study examined the cognition of five pairs of high school students over time as they built quantitative ecological models using STELLA software. One pair of students emerged as being particularly proficient at learning to model, and was able to use models productively to explore and explain ecological system behaviors. We present detailed contrasts between this and the other pairs of students' cognitive behaviors while modeling, in three areas that were crucial to their modeling productivity: (a) focusing on model output and net interactions versus on model input and individual relationships when building and revising models, (b) exploring the nature and implications of dependencies and feedbacks versus just creating these as properties of complex systems, and (c) using variables versus constants to represent continuous and periodic functions. We then apply theories of the multifaceted nature of cognition to describe object-level, metalevel, and emotional dimensions of cognitive performance that help to explain the observed differences among students' approaches to STELLA modeling. Finally, we suggest pedagogical strategies for supporting all types of students in learning the central scientific practice of model-based quantitative thinking. 相似文献
18.
Intact and Impaired Memory Functions in Autism 总被引：21，自引：0，他引：21
This study examined memory functions in individuals with autism. Based on previous evidence of executive function (EF) deficits, we hypothesized that subjects with autism would demonstrate a pattern of intact and imparred memory functions similar to that found in other groups with EF deficits, such as patients with frontal lobe pathology. We compared the performance of high-functioning children and adolescents with autism (n = 19) and clinical comparison subjects (n = 19) matched on sex, CA, and VIQ on measures of memory and EF. The group with autism performed significantly worse than comparison subjects on measures of temporal order memory, source memory, supraspan free recall, working memory, and EF, but not on short- and long-term recognition, cued recall, or new learning ability, consistent with the predictions of the EF theory. The cognitive measures were significantly more intercorrelated in the autism group than the comparison group, consistent with a limit in central cognition. 相似文献
19.
Robert L. Williams 《Educational Psychology Review》1999,11(4):411-427
The educational psychology literature is replete with references to higher-order cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary processes and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs. Although higher-order cognitive constructs have much surface appeal, their utility is tied to the clarity and fidelity of their definitions and assessment procedures. 相似文献