Hippocampal-Prefrontal theta oscillations support memory integration

Integration of separate memories forms the basis of inferential reasoning—an essential cognitive process that enables complex behavior. Considerable evidence suggests that both hippocampus and medial prefrontal cortex (mPFC) play a crucial role in memory integration. Although previous studies indicate that theta oscillations facilitate memory processes, the electrophysiological mechanisms underlying memory integration remain elusive. To bridge this gap, we recorded magnetoencephalography data while participants performed an inference task and employed novel source reconstruction techniques to estimate oscillatory signals from the hippocampus. We found that hippocampal theta power during encoding predicts subsequent memory integration. Moreover, we observed increased theta coherence between hippocampus and mPFC. Our results suggest that integrated memory representations arise through hippocampal theta oscillations, possibly reflecting dynamic switching between encoding and retrieval states, and facilitating communication with mPFC. These findings have important implications for our understanding of memory-based decision making and knowledge acquisition

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

Self-directedness, integration and higher cognition

In this paper I discuss connections between self-directedness, integration and higher cognition. I present a model of self-directedness as a basis for approaching higher cognition from a situated cognition perspective. According to this model increases in sensorimotor complexity create pressure for integrative higher order control and learning processes for acquiring information about the context in which action occurs. This generates complex articulated abstractive information processing, which forms the major basis for higher cognition. I present evidence that indicates that the same integrative characteristics found in lower cognitive process such as motor adaptation are present in a range of higher cognitive process, including conceptual learning. This account helps explain situated cognition phenomena in humans because the integrative processes by which the brain adapts to control interaction are relatively agnostic concerning the source of the structure participating in the process. Thus, from the perspective of the motor control system using a tool is not fundamentally different to simply controlling an arm

Knowledge Management Activities and Strategic Planning Capability Development

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.While the strategic management literature extols the virtues of engaging in strategic planning for superior performance, how a dynamic strategic planning capability can be developed remains underexplored; a knowledge void addressed by the paper through applying knowledge-based theory. A mail survey was sent to high technology firms randomly sampled from the Kompass Directory of UK businesses. Firms were sampled at the SBU level, given the focus on strategic planning capability. An organization’s strategic planning capability derives from extensive information distribution and organizational memory. While learning values is non-significant, symbolic information use degrades the development of a strategic planning capability. By investigating the contributory activities that lead to strategic planning capability development, the findings establish how strategic planning materializes in organizations. Further, the differential effects found for knowledge management activities on strategic planning capability development extends empirical studies that suggest knowledge is always a central tenet of strategic planning. A set of key knowledge activities are identified that managers must address for strategic planning capability development: strategic planning routines and values of search, analysis, and assessment should be appropriately informed by investments in knowledge dissemination and memory on a continual basis. Meanwhile, information misuse compromises strategic planning capabilities and managers must protect against out-of-context or manipulated information from infiltrating into organizational memory. Despite the advent of the Knowledge-Based Theory and its core premise that capabilities derive from knowledge management activities, little research has been conducted into demonstrating the knowledge-based antecedents of a strategic planning capability

Towards Learning ‘Self’ and Emotional Knowledge in Social and Cultural Human-Agent Interactions

Original article can be found at: http://www.igi-global.com/articles/details.asp?ID=35052 Copyright IGI. Posted by permission of the publisher.This article presents research towards the development of a virtual learning environment (VLE) inhabited by intelligent virtual agents (IVAs) and modeling a scenario of inter-cultural interactions. The ultimate aim of this VLE is to allow users to reflect upon and learn about intercultural communication and collaboration. Rather than predefining the interactions among the virtual agents and scripting the possible interactions afforded by this environment, we pursue a bottomup approach whereby inter-cultural communication emerges from interactions with and among autonomous agents and the user(s). The intelligent virtual agents that are inhabiting this environment are expected to be able to broaden their knowledge about the world and other agents, which may be of different cultural backgrounds, through interactions. This work is part of a collaborative effort within a European research project called eCIRCUS. Specifically, this article focuses on our continuing research concerned with emotional knowledge learning in autobiographic social agents.Peer reviewe

Adaptive service discovery on service-oriented and spontaneous sensor systems

Service-oriented architecture, Spontaneous networks, Self-organisation, Self-configuration, Sensor systems, Social patternsNatural and man-made disasters can significantly impact both people and environments. Enhanced effect can be achieved through dynamic networking of people, systems and procedures and seamless integration of them to fulfil mission objectives with service-oriented sensor systems. However, the benefits of integration of services will not be realised unless we have a dependable method to discover all required services in dynamic environments. In this paper, we propose an Adaptive and Efficient Peer-to-peer Search (AEPS) approach for dependable service integration on service-oriented architecture based on a number of social behaviour patterns. In the AEPS network, the networked nodes can autonomously support and co-operate with each other in a peer-to-peer (P2P) manner to quickly discover and self-configure any services available on the disaster area and deliver a real-time capability by self-organising themselves in spontaneous groups to provide higher flexibility and adaptability for disaster monitoring and relief

Fluid reasoning and the developing brain.

Fluid reasoning is the cornerstone of human cognition, both during development and in adulthood. Despite this, the neural mechanisms underlying the development of fluid reasoning are largely unknown. In this review, we provide an overview of this important cognitive ability, the method of measurement, its changes over the childhood and adolescence of an individual, and its underlying neurobiological underpinnings. We review important findings from psychometric, cognitive, and neuroscientific literatures, and outline important future directions for this interdisciplinary research

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation

Intellectual Capital Architectures and Bilateral Learning: A Framework For Human Resource Management

Both researchers and managers are increasingly interested in how firms can pursue bilateral learning; that is, simultaneously exploring new knowledge domains while exploiting current ones (cf., March, 1991). To address this issue, this paper introduces a framework of intellectual capital architectures that combine unique configurations of human, social, and organizational capital. These architectures support bilateral learning by helping to create supplementary alignment between human and social capital as well as complementary alignment between people-embodied knowledge (human and social capital) and organization-embodied knowledge (organizational capital). In order to establish the context for bilateral learning, the framework also identifies unique sets of HR practices that may influence the combinations of human, social, and organizational capital