Building the Infrastructure: The Effects of Role Identification Behaviors on Team Cognition Development and Performance

The primary purpose of this study was to extend theory and research regarding the emergence of mental models and transactive memory in teams. Utilizing Kozlowski et al.’s (1999) model of team compilation, we examine the effect of role identification behaviors and argue that such behaviors represent the initial building blocks of team cognition during the role compilation phase of team development. We then hypothesized that team mental models and transactive memory would convey the effects of these behaviors onto team performance in the team compilation phase of development. Results from 60 teams working on a command and control simulation supported our hypotheses

Social Networks and Transactive Memory in Human-Computer Interaction

This study investigates the phenomenon of transactive memory by examining trust networks and social presence in human-computer interaction. Traditional theories suggest that transactive memory can be developed by structural mechanisms that increase knowledge specialization and task coordination, but more recent research also suggests that it can be enhanced through social network mechanisms and close relationships such as trust. In this empirical study, 240 participants were randomly assigned to 3-member teams working on a business- simulation task. The results indicate that dense trust networks had a greater impact on transactive memory than sparse trust networks. When social presence was low, team members in dense trust networks developed greater transactive memory. When social presence was high, team members in sparse trust networks developed greater transactive memory. More reciprocal exchanges were found in teams with dense trust networks, but more negotiated exchanges were found in teams with sparse trust networks

Are we on the same page? Knowledge boundaries and transactive memory system development in cross-functional teams

One of the key challenges that organizations face when trying to integrate knowledge across different functions is the need to overcome knowledge boundaries between team members. In cross-functional teams, these boundaries, associated with different knowledge backgrounds of people from various disciplines, create communication problems, necessitating team members to engage in complex cognitive processes when integrating knowledge toward a joint outcome. This research investigates the impact of syntactic, semantic, and pragmatic knowledge boundaries on a team’s ability to develop a transactive memory system (TMS)—a collective memory system for knowledge coordination in groups. Results from our survey show that syntactic and pragmatic knowledge boundaries negatively affect TMS development. These findings extend TMS theory beyond the information-processing view, which treats knowledge as an object that can be stored and retrieved, to the interpretive and practice-based views of knowledge, which recognize that knowledge (in particular specialized knowledge) is localized, situated, and embedded in practice

A Journal-Driven Bibliography of Digital Humanities

Digital Humanities Quarterly (DHQ) seeks Level II funding to develop a bibliographic resource through which the journal can create, manage, export, and publish high-quality bibliographic data from DHQ articles and their citations, as well as from the broader digital humanities research domain. Drawing on data from this resource, we will develop visualizations through which readers can explore citation networks and find related articles. We will also publish the full bibliography as a public web-based service that reflects the profile of current digital humanities research. The bibliography will be maintained and expanded through incoming DHQ articles and citations, and through contributions from the DH community. DHQ is an open-access online journal published by the Alliance of Digital Humanities Organizations (ADHO), hosted at Brown University and Indiana University, and serves as a crucial point of encounter between digital humanities research and the wider humanities community

Interdisciplining Digital Humanities: Boundary Work in an Emerging Field

The first book to test the claim that the emerging field of Digital Humanities is interdisciplinary and also examines the boundary work of establishing and sustaining a new field of stud

Engineering a Better Future

This open access book examines how the social sciences can be integrated into the praxis of engineering and science, presenting unique perspectives on the interplay between engineering and social science. Motivated by the report by the Commission on Humanities and Social Sciences of the American Association of Arts and Sciences, which emphasizes the importance of social sciences and Humanities in technical fields, the essays and papers collected in this book were presented at the NSF-funded workshop ‘Engineering a Better Future: Interplay between Engineering, Social Sciences and Innovation’, which brought together a singular collection of people, topics and disciplines. The book is split into three parts: A. Meeting at the Middle: Challenges to educating at the boundaries covers experiments in combining engineering education and the social sciences; B. Engineers Shaping Human Affairs: Investigating the interaction between social sciences and engineering, including the cult of innovation, politics of engineering, engineering design and future of societies; and C. Engineering the Engineers: Investigates thinking about design with papers on the art and science of science and engineering practice

'A Towering Virtue of Necessity': Interdisciplinarity and the Rise of Computer Music at Vietnam-Era Stanford

Stanford, more than most American universities, transformed in the early Cold War into a research powerhouse tied to national security priorities. The budgetary and legitimacy crises that beset the military- industrial- academic research complex in the 1960s thus struck Stanford so deeply that many feared the university itself might not survive. We argue that these crises facilitated the rise of a new kind of interdisciplinarity at Stanford, as evidenced in particular by the founding of the university’s computer music center. Focusing on the “multivocal technology” of computer music, we investigate the relationships between Stanford’s broader institutional environment and the interactions among musicians, engineers, administrators, activists, and funders in order to explain the emergence of one of the most creative and profi table loci for Stanford’s contributions to industry and the arts

Exploring the Neural Mechanisms of Physics Learning

This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These insights may be particularly useful in understanding how students learn, which is crucial for helping them succeed. Towards this end, we utilize methods in functional magnetic resonance imaging (fMRI), as informed by education theory, research, and practice, to investigate the neural mechanisms of problem solving and learning in students across semester-long University-level introductory physics learning environments. In the first study, we review and synthesize the neuroimaging problem solving literature and perform quantitative coordinate-based meta-analysis on 280 problem solving experiments to characterize the common and dissociable brain networks that underlie human problem solving across different representational contexts. Then, we describe the Understanding the Neural Mechanisms of Physics Learning project, which was designed to study functional brain changes associated with learning and problem solving in undergraduate physics students before and after a semester of introductory physics instruction. We present the development, facilitation, and data acquisition for this longitudinal data collection project. We then perform a sequence of fMRI analyses of these data and characterize the first-time observations of brain networks underlying physics problem solving in students after university physics instruction. We measure sustained and sequential brain activity and functional connectivity during physics problem solving, test brain-behavior relationships between accuracy, difficulty, strategy, and conceptualization of physics ideas, and describe differences in student physics-related brain function linked with dissociations in conceptual approach. The implications of these results to inform effective instructional practices are discussed. Then, we consider how classroom learning impacts the development of student brain function by examining changes in physics problem solving-related brain activity in students before and after they completed a semester-long Modeling Instruction physics course. Our results provide the first neurobiological evidence that physics learning environments drive the functional reorganization of large-scale brain networks in physics students. Through this collection of work, we demonstrate how neuroscience studies of learning can be grounded in educational theory and pedagogy, and provide deep insights into the neural mechanisms by which students learn physics

Bridging Cultural Discontinuities in Global Virtual Teams: Role of Cultural Intelligence

Prior research on global virtual teams (GVTs) identifies ‘cultural discontinuity’ as a salient boundary that needs to be bridged for better performance. Grounding the study in organizational discontinuity theory (ODT), we propose cultural intelligence (CQ) as one of the modalities through which cultural discontinuities in GVTs could possibly be bridged. Situating the discussion, in transactional model of stress and coping (TMSC), we develop a CQ nomological network describing the inter-relationships and mechanisms through which different CQ dimensions influence GVT performance. Further, leveraging compensatory adaptation theory (CAT) we hypothesize the significant role of structural adaptation (role structure adaptation), in addition to behavioral adaptation (CQ behavior), in the proposed CQ framework for the GVT context. The theorized model is tested via data collected through a two-wave survey design comprising 128 GVT members in 32 teams. Study provides support to the extended CQ nomological network and makes several valuable theoretical and practical contributions