The Digital Expansion of the Mind: Implications of Internet Usage For
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Exploring the Benefits and Boundaries of Transactive Memory Systems In
Group Dynamics: Theory, Research, and Practice © 2014 American Psychological Association 2014, Vol. 18, No. 1, 69–86 1089-2699/14/$12.00 DOI: 10.1037/a0035161 Exploring the Benefits and Boundaries of Transactive Memory Systems in Adapting to Team Member Loss Jessica Siegel Christian, Aleksander P. J. Ellis Matthew J. Pearsall, University of Arizona and Michael S. Christian University of North Carolina This study examines how teams respond to unplanned member loss. We draw on theory of team compilation and adaptation to suggest that teams with well-developed trans- active memory systems (TMS) will be better equipped to withstand the loss of a member. Then, based on role criticality theories, we argue that those effects depend on which member is absent, such that when a more critical member is lost, the perfor- mance benefits of a TMS are reduced. Finally, we reason that this interactive effect is because of the team’s ability to engage in plan formulation. We tested and found support for our hypotheses using 78 four-member teams engaged in a command-and- control simulation. TMS positively affected team performance following the loss of a member, but the benefits of the TMS were reduced following the loss of a critical member because teams had more difficulty engaging in plan formulation. We discuss how the results of this study add to our understanding of the precursors of successful team adaptation. Keywords: team adaptation, transactive memory, critical team member Team-based organizations often operate in thieu, 2000; Waller, 1999). In organizations, dynamic environments where survival depends teams must adapt to a wide-ranging set of cir- on the ability to successfully adapt to changing cumstances, including external contingencies circumstances (Kozlowski, Gully, Nason, & such as communication equipment failures Smith, 1999). -
Benefits of Immediate Repetition Versus Long Study Presentation On
Neuropsychology In the public domain 2010, Vol. 24, No. 4, 457–464 DOI: 10.1037/a0018625 Benefits of Immediate Repetition Versus Long Study Presentation on Memory in Amnesia Mieke Verfaellie and Karen F. LaRocque Suparna Rajaram Memory Disorders Research Center, VA Boston Healthcare Stony Brook University System, and Boston University School of Medicine Objective: This study aimed to resolve discrepant findings in the literature regarding the effects of massed repetition and a single long study presentation on memory in amnesia. Method: Experiment 1 assessed recognition memory in 9 amnesic patients and 18 controls following presentation of a study list that contained items shown for a single short study presentation, a single long study presentation, and three massed repetitions. In Experiment 2, the same encoding conditions were presented in a blocked rather than intermixed format to all participants from Experiment 1. Results: In Experiment 1, control participants showed benefits associated with both types of extended exposure, and massed repetition was more beneficial than long study presentation, F(2, 34) ϭ 14.03, p Ͻ .001, partial 2 ϭ .45. In contrast, amnesic participants failed to show benefits of either type of extended exposure, F Ͻ 1. In Experiment 2, both groups benefited from repetition, but did so in different ways, F(2, 50) ϭ 4.80, p ϭ .012, partial 2 ϭ .16. Amnesic patients showed significant and equivalent benefit associated with both types of extended exposure, F(2, 16) ϭ 5.58, p ϭ .015, partial 2 ϭ .41, but control participants again benefited more from massed repetition than from long study presentation, F(2, 34) ϭ 23.74, p Ͻ .001, partial 2 ϭ .58. -
The Integrated Nature of Metamemory and Memory
The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time. -
Being Human. References,Oil Companies Spent Millions to Defeat
Being Human. References Abell, G.O.C1981). Astrology. In G.O. Abell & B. Singer (Eds.), Science and the paranormal: Probing the existence of supernatural. New York: Charles Scribner’s Sons. Abelson, R.P., Kinder, D.R, Peters, M.D., & Fiske, S.T. (1982). Affective and semantic components in political person perception. Journal of Personality and Social Psychology, 42, 619-630. Aberson, C.L., & Ettlin, T.E. (2004). The aversive racism paradigm and responses favoring African- Americans: Meta-analytic evidence of two types of favoritism. Social Justice Research, 17, 25-45. Aboud, R. (1988). Children and prejudice. New York: Basil Blackwell. Abraham, M.M., & Lodish, L.M. (1990). Getting the most out of advertising and promotion. Harvard Business Review, 68, 50-60. Abrahmson, A.C., Baker, L.A., & Capsi, A. (2002). Rebellious teens? Genetic and environmental influences on the social attitudes of adolescents.Journal of Personality and Social Psychology, 83, 1392-1408. Abrams, D., Wetherell, M., Cochrane, S., Hogg, M.A., & Turner, J.C. (1990). Knowing what to think by knowing who you are: Self-categorization and the nature of norm formation, conformity, and group polarization. British Journal of Social Psychology, 29, 97-119. Abramson, L.Y. (Ed.). Social cognition and clinical psychology: A synthesis. New York: Guilford. Abramson, L.Y., Metalsky, G.I., & Alloy, L.B. (1989). Hopelessness depression: A theory based subtype of depression. Psychological Review, 96, 358-372. Adams, H.E., Wrigth, L.W., & Lohr, B.A. (1996). Is homophobia associated with homosexual arousal? Journal of Abnormal Psychology, 105, 440-445. Addis, M.E., & Mahalik, J.R. (2001). -
A Conceptual and Empirical Framework for the Social Distribution of Cognition: the Case of Memory Action Editor: Leslie Marsh Amanda J
Available online at www.sciencedirect.com Cognitive Systems Research 9 (2008) 33–51 www.elsevier.com/locate/cogsys A conceptual and empirical framework for the social distribution of cognition: The case of memory Action editor: Leslie Marsh Amanda J. Barnier a,*, John Sutton b, Celia B. Harris a, Robert A. Wilson c a Macquarie Centre for Cognitive Science, Macquarie University, Sydney, NSW 2109, Australia b Department of Philosophy, Macquarie University, Sydney, NSW 2109, Australia c University of Alberta, Edmonton, Canada Received 4 April 2007; accepted 5 July 2007 Available online 15 August 2007 Abstract In this paper, we aim to show that the framework of embedded, distributed, or extended cognition offers new perspectives on social cognition by applying it to one specific domain: the psychology of memory. In making our case, first we specify some key social dimen- sions of cognitive distribution and some basic distinctions between memory cases, and then describe stronger and weaker versions of distributed remembering in the general distributed cognition framework. Next, we examine studies of social influences on memory in cognitive psychology, and identify the valuable concepts and methods to be extended and embedded in our framework; we focus in par- ticular on three related paradigms: transactive memory, collaborative recall, and social contagion. Finally, we sketch our own early stud- ies of individual and group memory developed within our framework of distributed cognition, on social contagion of autobiographical memories, collaborative flashbulb memories, and memories of high school at a high school reunion. We see two reciprocal benefits of this conceptual and empirical framework to social memory phenomena: that ideas about distributed cognition can be honed against and tested with the help of sophisticated methods in the social-cognitive psychology of memory; and conversely, that a range of social mem- ory phenomena that are as yet poorly understood can be approached afresh with theoretically motivated extensions of existing empirical paradigms. -
The Influence of Transactive Memory on Mutual Knowledge in Virtual Teams: a Theoretical Proposal
University of Nebraska at Omaha DigitalCommons@UNO Information Systems and Quantitative Analysis Department of Information Systems and Faculty Proceedings & Presentations Quantitative Analysis 5-2007 The nflueI nce of Transactive Memory on Mutual Knowledge in Virtual Teams: A Theoretical Proposal Alanah Davis University of Nebraska at Omaha Deepak Khazanchi University of Nebraska at Omaha, [email protected] Follow this and additional works at: https://digitalcommons.unomaha.edu/isqafacproc Part of the Databases and Information Systems Commons Recommended Citation Davis, Alanah and Khazanchi, Deepak, "The nflueI nce of Transactive Memory on Mutual Knowledge in Virtual Teams: A Theoretical Proposal" (2007). Information Systems and Quantitative Analysis Faculty Proceedings & Presentations. 6. https://digitalcommons.unomaha.edu/isqafacproc/6 This Conference Proceeding is brought to you for free and open access by the Department of Information Systems and Quantitative Analysis at DigitalCommons@UNO. It has been accepted for inclusion in Information Systems and Quantitative Analysis Faculty Proceedings & Presentations by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Davis and Khazanchi Transactive Memory and Mutual Knowledge in Virtual Teams The Influence of Transactive Memory on Mutual Knowledge in Virtual Teams: A Theoretical Proposal Alanah Davis Deepak Khazanchi University of Nebraska at Omaha University of Nebraska at Omaha [email protected] [email protected] ABSTRACT Advancements in information technologies (IT) have enabled the ability to exchange knowledge within and across organizations through virtual teams. However, the ability to effectively communicate and share knowledge in virtual settings can become a difficult task due to the complex nature of both the virtual context and the technology used to support them. -
Investigating the Roles of Memory and Metamemory in Trauma-Related Outcomes
ABSTRACT A PTSD ANALOGUE STUDY: INVESTIGATING THE ROLES OF MEMORY AND METAMEMORY IN TRAUMA-RELATED OUTCOMES Ban Hong (Phylice) Lim, Ph.D. Department of Psychology Northern Illinois University, 2016 Michelle M. Lilly, Director Trauma survivors who develop posttraumatic stress disorder (PTSD) often display symptoms of memory fragmentation such as an impaired ability to recall trauma memories. These observations are consistent with prominent theories of PTSD, which consider memory fragmentation as a central feature of PTSD. Correspondingly, most empirically supported interventions for PTSD focus on addressing dysfunctional thoughts and behaviors and integrating fragmented memories of the event. More recently, this assumption has been challenged by research indicating that metamemory – one’s subjective beliefs about one’s memory functioning and quality – may partially account for reported memory fragmentation among individuals with PTSD. Memory underconfidence, regardless of whether or not it is founded or wholly accurate, may lead to feelings of anxiety, especially in the process of recalling and making sense of one’s trauma memory. Despite the intertwined nature of their relationship, the association between memory and metamemory has been understudied in the trauma literature. This dissertation investigated whether PTSD is a disorder of memory fragmentation, perceived memory fragmentation, or both by examining the association between memory and metamemory. A trauma analogue between-subjects experimental design was employed. Eighty- four healthy participants were randomly assigned to receive either positive feedback or negative feedback after completing a standardized memory assessment. Despite the use of randomization, the manipulation groups systematically differed on both baseline memory ability and baseline memory confidence. Contrary to the first hypothesis, after controlling for the effect of baseline metamemory beliefs, the groups did not differ on their recall task performance, F(1,80) = .34, p = .56. -
1 Personality and Cognitions Underlying Entrepreneurial Intentions Benjamin R. Walker a Thesis Submitted in Partial Fulfilment O
1 Personality and Cognitions underlying Entrepreneurial Intentions Benjamin R. Walker A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy School of Management UNSW Business School March 30, 2015 2 Table of Contents Acknowledgements .................................................................................................................... 6 Originality statement .................................................................................................................. 7 Publications and conference presentations arising from this thesis ........................................... 8 List of abbreviations .................................................................................................................. 9 Thesis Abstract......................................................................................................................... 10 Chapter 1: Introduction ............................................................................................................ 11 Chapter 2: Assessing the impact of revised Reinforcement Sensitivity Theory ...................... 20 Table 1: Articles with original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) measures .......................................................... 26 Table 2: Categorization of original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) studies in the five years from 2010-2014 ........ 29 Chapter 3: How -
Systems Thinking in Tobacco Control
NCI TOBACCO CONTROL MONOGRAPH SERIES 18 National Cancer Institute Greater Than the Sum Systems Thinking in Tobacco Control Edited by Allan Best, Ph.D. Pamela I. Clark, Ph.D. Scott J. Leischow, Ph.D. U.S. DEPARTMENT William M. K. Trochim, Ph.D. OF HEALTH AND HUMAN SERVICES National Institutes of Health Other NCI Tobacco Control Monographs Strategies to Control Tobacco Use in the United States: A Blueprint for Public Health Action in the 1990’s. Smoking and Tobacco Control Monograph No. 1. NIH Pub. No. 92-3316, December 1991. Smokeless Tobacco or Health: An International Perspective. Smoking and Tobacco Control Monograph No. 2. NIH Pub. No. 92-3461, September 1992. Major Local Tobacco Control Ordinances in the United States. Smoking and Tobacco Control Monograph No. 3. NIH Pub. No. 93-3532, May 1993. Respiratory Health Effects of Passive Smoking: Lung Cancer and Other Disorders. Smoking and Tobacco Control Monograph No. 4. NIH Pub. No. 93-3605, August 1993. Tobacco and the Clinician: Interventions for Medical and Dental Practice. Smoking and Tobacco Control Monograph No. 5. NIH Pub. No. 94-3693, January 1994. Community-based Interventions for Smokers: The COMMIT Field Experience. Smoking and Tobacco Control Monograph No. 6. NIH Pub. No. 95-4028, August 1995. The FTC Cigarette Test Method for Determining Tar, Nicotine, and Carbon Monoxide Yields of U.S. Cigarettes. Report of the NCI Expert Committee. Smoking and Tobacco Control Monograph No. 7. NIH Pub. No. 96-4028, August 1996. Changes in Cigarette-Related Disease Risks and Their Implications for Prevention and Control. Smoking and Tobacco Control Monograph No. -
Memory in Mind and Culture
This page intentionally left blank Memory in Mind and Culture This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing individual mem- ory, collective remembering by societies, and the construction of history. The book is organized around several major questions: How do memories construct our past? How do we build shared collective memories? How does memory shape history? This volume presents a special perspective, emphasizing the role of memory processes in the construction of self-identity, of shared cultural norms and concepts, and of historical awareness. Although the results are fairly new and the techniques suitably modern, the vision itself is of course related to the work of such precursors as Frederic Bartlett and Aleksandr Luria, who in very different ways represent the starting point of a serious psychology of human culture. Pascal Boyer is Henry Luce Professor of Individual and Collective Memory, departments of psychology and anthropology, at Washington University in St. Louis. He studied philosophy and anthropology at the universities of Paris and Cambridge, where he did his graduate work with Professor Jack Goody, on memory constraints on the transmission of oral literature. He has done anthro- pological fieldwork in Cameroon on the transmission of the Fang oral epics and on Fang traditional religion. Since then, he has worked mostly on the experi- mental study of cognitive capacities underlying cultural transmission. After teaching in Cambridge, San Diego, Lyon, and Santa Barbara, Boyer moved to his present position at the departments of anthropology and psychology at Washington University, St. Louis. James V. -
Transposition, 6 | 2016 Copying Machines 2
Transposition Musique et Sciences Sociales 6 | 2016 Lignes d’écoute, écoute en ligne Copying machines Unconscious musical plagiarism and the mediatisation of listening and memory John Shiga Electronic version URL: http://journals.openedition.org/transposition/1569 DOI: 10.4000/transposition.1569 ISSN: 2110-6134 Publisher CRAL - Centre de recherche sur les arts et le langage Electronic reference John Shiga, « Copying machines », Transposition [Online], 6 | 2016, Online since 20 March 2017, connection on 30 July 2019. URL : http://journals.openedition.org/transposition/1569 ; DOI : 10.4000/ transposition.1569 This text was automatically generated on 30 July 2019. La revue Transposition est mise à disposition selon les termes de la Licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International. Copying machines 1 Copying machines Unconscious musical plagiarism and the mediatisation of listening and memory John Shiga 1 Introduced into musical copyright discourse in the early twentieth century, the notion of cryptomnesia or unconscious plagiarism highlights a key tension in copyright law. On the one hand, copyright acts as a recognizing authority for claims to authorship and originality, thus providing economic incentives to authors whose work is “original,” which in turn encourages cultural innovation. On the other hand, copyright facilitates ownership and control of cultural works by institutions rather than by authors, since its minimal notion of “originality” and extended period of protection encourage the production -
Cognitive Psychology Psychology 363-002 (CRN: 35773) Spring 2017
Cognitive Psychology Psychology 363-002 (CRN: 35773) Spring 2017 Arlo Clark-Foos, Ph. D. Lecture Instructor Location: 1042 CB Office: 4056 CB Time: MW, 11:00 AM - 1:45 PM Office Hours: By Appointment Email: [email protected] Required Materials and/or Technology Required Textbook: Reed, S. K. (2012). Cognition (9th ed.). Thompson/Wadsworth. Traditional Hard Cover Book (9th ed.: $212.99), ISBN : 1111834547 (Older editions are encouraged) CogLab: COGLAB 5: Instant Access, 5th ed: www.cengagebrain.com, ISBN: 1285461088 In some cases (e.g., the new edition), this access code can be packaged with the textbook. Course Website (also on Canvas): http://www-personal.umd.umich.edu/~acfoos/Courses/363.html Course Description (from University Catalog): “Analysis of human perceptual and cognitive functioning from an information- processing point of view. Emphasis will be placed on attention, pattern-recognition, memory, problem solving and other cognitive processes.” There will be several methods of instruction used in this course, including textbook, listening to lectures, participating in class discussions, and participating in laboratory experiments. I have intentionally attempted to keep the amount of readings to a minimum for this course. For those pursuing careers as cognitive psychologists, you will receive more in-depth information in specialized classes and seminars (e.g., perception, biopsychology, learning and memory). I hope to provide you with the foundational principles in cognitive psychology so that you may put the more contemporary findings in perspective. Course Objectives: Understand the scientific approach to the study of thinking, learning, and behavior. Understand the abilities and limitations in how organisms acquire information from their environments and bodies (i.e., the information processing perspective).