Team Cognition

Cooke, Nancy J.; Gorman, Jamie C.; Winner, Jennifer

doi:10.1002/9780470713181.ch10

Cited by 83 publications

(64 citation statements)

References 110 publications

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“…As both RS and LS conditions had more varied interaction, but no increase in knowledge similarity, team performance in this planning task may be more than a shared knowledge of the task. Coupled with their higher process ratings, these results may lend support to the notion that the development of team cognition as it relates to team effectiveness is in the interactions among the team members (Cooke, Gorman, & Winner, 2007;Cooke, Gorman, & Rowe, 2009). Future research should continue to investigate how teams learn through interacting, especially as it relates to acquisition of team cognitive constructs such as shared knowledge.…”

Section: Discussionsupporting

confidence: 46%

Effects of Role and Location Switching on Team Performance in a Collaborative Planning Environment

Fouse

Cooke²,

Gorman

et al. 2011

Proceedings of the Human Factors and Ergonomics Society Annual

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Using a collaborative planning environment, collaborative processes and team planning were studied during a non-combative evacuation scenario. Five-person teams were assigned to one of three conditions: role switching (RS), location switching (LS) and control. Based on plan scoring, team process scoring and individual knowledge measures, we found evidence that both RS and LS teams created better plans than control teams, and that this was not reflected in the amount of shared knowledge between team members. These results provide evidence for the Interactive Team Cognition theory of collaboration.

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Section: Discussionsupporting

confidence: 46%

Effects of Role and Location Switching on Team Performance in a Collaborative Planning Environment

Fouse

Cooke²,

Gorman

et al. 2011

Proceedings of the Human Factors and Ergonomics Society Annual

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“…In the present study, we aggregated data to the team level of analysis. While aggregated mental models tend to be weighted evenly, even though some members may exert more influence than others (Cooke, Gorman, & Winner, 2007), our findings suggest that data aggregation is a useful way of studying TMM similarity. Future research should test the multi-level effects of TMM similarity as scholars determine the best way of assessing TMMs.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 95%

The Importance of Transformational Leadership Behaviors in Team Mental Model Similarity, Team Efficacy, and Intra-Team Conflict

Ayoko

Chua

2014

Group & Organization Management

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Using data from 36 combat teams, we examined how transformational leadership is connected with team mental model (TMM) similarity. In addition, we investigated the mediating role of TMM similarity and team efficacy in the link between transformational leadership and intra-team conflict. Data analysis revealed that well-defined transformational leadership behaviors were positively associated with TMM similarity, whereas TMM similarity was positively connected with team efficacy. Results also indicated that higher levels of team efficacy were associated with lower levels of intra-team conflict (task, relationship, and process). In addition, both TMM similarity and team efficacy mediated the link between transformational leadership and intra-team conflict. Implications of findings are discussed.

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“…The ATC21S panel of ICT experts looked into a wide range of topics in laying out the background for their work in developing the learning progression, including in the areas of augmented social cognition (Chi et al, 2008), applied cognition (Rogers, Pak, & Fisk, 2007), team cognition (Cooke, Gorman, & Winner, 2007), social participation (Dhar & Olson, 1989), cognitive models of humaninformation interaction (Pirolli, 2007), technological support for work group collaboration (Lampe et al, 2010;Pirolli, Preece, & Shneiderman, 2010), theories of measurement for modeling individual and collective cognition in social systems (Pirolli & Wilson, 1998), topics in semantic representation (Griffiths & Steyvers, 2007), and social information foraging models (Pirolli, 2009). …”

Section: Methodsmentioning

confidence: 99%

Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

Wilson

Gochyyev²,

Scalise

2016

OLJ

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This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy -Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.

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Team Cognition

Cited by 83 publications

References 110 publications

Effects of Role and Location Switching on Team Performance in a Collaborative Planning Environment

Effects of Role and Location Switching on Team Performance in a Collaborative Planning Environment

The Importance of Transformational Leadership Behaviors in Team Mental Model Similarity, Team Efficacy, and Intra-Team Conflict

Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

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