Reflections on shared cognition

Abstract

SummaryThe purpose of this paper is to highlight several fundamental questions that remain regarding shared cognition: (1) What must be`shared'? (2) What does`shared' mean? (3) How should shared' be measured? and (4) What outcomes do we expect shared cognition to affect? A general and integrative description of these questions is provided. In addition, the value of shared cognition is discussed along with recommendations for future research.

Team learning: building shared mental models

“…Team research in organization sciences, on the other hand, provides more examples of measuring shared mental models or similar constructs. Nevertheless, many authors have pointed to the problematic issue of the measurement of shared mental models (e.g., Weinberger et al 2007;Cannon-Bowers and Salas 2001;Mohammed and Dumville 2001). Researchers used many methods, each of them having strengths and weaknesses.…”

“…However, shared cognitions are not necessarily accurate once (Mathieu et al 2005;Cannon-Bowers and Salas 2001). Examining the quality of the mental models shared by the team members would provide more insight in the relation of shared mental models and performance and the role of team learning behaviors in this.…”

Knowledge convergence in collaborative learning: Concepts and assessment

“…The knowledge level approach allows an analysis of the type of knowledge e.g. knowledge of the task and knowledge of the team, which must be shared in order to enhance effective team performance (see Cannon-Bowers & Salas, 2001). A limitation of the knowledge level approach is, however, that it does not capture the dynamics of how learners construct shared knowledge.…”

“…Several approaches to collaborative learning highlight the idea that collaborative learners mutually influence the learning outcomes of their partners (e.g., De Lisi & Goldbeck, 1999;Roschelle, 1996;Teasley, 1997). As a result of this reciprocal influence, groups of learners may have developed shared knowledge that they can apply to jointly solve future problems more efficiently (Cannon-Bowers & Salas, 2001). Simultaneously, educators might like to ensure that learners benefit equally from learning together.…”

“…However, theoretical approaches to collaborative learning emphasise the role of the learning partner and how the social interactions of learners influence knowledge construction (e.g., Barron, 2003). Measuring knowledge convergence has shown to serve as predictor for later outcomes of groups (e.g., Cannon-Bowers & Salas, 2001). …”