Structuring effect of tools conceptualized through initial goal fixedness for work activity

Analysis of work activities in nuclear industry has highlighted a new psycho-cognitive phenomenon: the structuring effect of tools (SET) sometimes leading to unexpected operating deviations; the subject is unable to perform a task concerning object A using or adapting a tool designed and presented to perform the same task concerning object B when object A is expected by the subject. Conditions to isolate and identify the SET were determined and reproduced in experiments for further analysis. Students and seven professional categories of adults (N = 77) were involved in three experimental conditions (control group, group with prior warning, group with final control) while individually performing a task with similar characteristics compared to real operating conditions and under moderate time-pressure. The results were: (1) highest performance with prior warning and (2) demonstration that academic and professional training favor the SET. After discussing different cognitive processes potentially related to the SET, we described (3) the psycho-cognitive process underlying the SET: Initial Goal Fixedness (IGF), a combination of the anchoring of the initial goal of the activity with a focus on the features of the initial goal favored by an Einstellung effect. This suggested coping with the negative effect of the SET by impeding the IGF rather than trying to increase the subjects’ awareness at the expense of their health. Extensions to other high-risk industries were discussed

Structuring effect of tools conceptualized through initial goal fixedness for work activity

Analysis of work activities in nuclear industry has highlighted a new psycho-cognitive phenomenon: the structuring effect of tools (SET) sometimes leading to unexpected operating deviations; the subject is unable to perform a task concerning object A using or adapting a tool designed and presented to perform the same task concerning object B when object A is expected by the subject. Conditions to isolate and identify the SET were determined and reproduced in experiments for further analysis. Students and seven professional categories of adults (N = 77) were involved in three experimental conditions (control group, group with prior warning, group with final control) while individually performing a task with similar characteristics compared to real operating conditions and under moderate time-pressure. The results were: (1) highest performance with prior warning and (2) demonstration that academic and professional training favor the SET. After discussing different cognitive processes potentially related to the SET, we described (3) the psycho-cognitive process underlying the SET: Initial Goal Fixedness (IGF), a combination of the anchoring of the initial goal of the activity with a focus on the features of the initial goal favored by an Einstellung effect. This suggested coping with the negative effect of the SET by impeding the IGF rather than trying to increase the subjects’ awareness at the expense of their health. Extensions to other high-risk industries were discussed

The making of a diplomat : the case of the French Diplomatic and Consular Institute as an identity workspace

This article analyses the creation of the Diplomatic and Consular Institute by the French Ministry of Foreign Affairs and conceptualises this new professional school of diplomacy as an “identity workspace” following the analysis of a cohort’s learning experience. This article aims to spark a debate from a practice perspective on diplomatic training as offered by Ministries of Foreign Affairs in Europe

Creativity: conceptions of a group of exemplary teachers

The project seeks to describe how a group of exemplary teachers conceive of creativity and their duty to develop the capacity. Creativity has emerged as a capacity integral to success in the 21st Century as exemplified by the US Congress' formal recognition of creativity as a skill that schools should work to develop in students with the passage of the 21st Century Readiness Bill (House Bill 347). The project was motivated by an assumption that a deeper understanding of creativity can be achieved by analyzing the conceptions of creativity by those who are called upon to develop it. The importance of the project can be summarized by the notion that the concept that might be viewed as the pinnacle of human cognition (Krathwohl & Anderson, 2010), absolutely key to human self-actualization (Maslow, 1959) and crucial to our economic survival (AMA, 2007) may also be the least understood within public education. The hope of the project is that it might contribute to our understanding of creativity by capturing the descriptions of certain exemplary teachers' conceptions of creativity through their day to day experience in attempting to develop the capacity. The study employs a strategy of mediating a three-way conversation between the (1) existing conceptions of creativity found in the literature, (2) the perceptions of a group of exemplary teachers and (3) the standards that the teachers are directed to teach (Common Core State Standards). The mediation of the three-way conversation resulted in the conception of a working model of creativity that expressed several themes that emerged from the study. The study expressed the creative contribution as the product of certain tensions inherent in the creative process. Teacher descriptions of their attempts to navigate these tensions within their schools were obtained by a series of open-ended interviews. The analysis of the interviews in light of the existing research on creativity and the Common Core State Standards resulted in several findings. The findings include: (1) support by the teachers of the Common Core State Standards as an ally in their efforts to develop creativity; (2) recognition of an unyielding resolve on the part of the teachers to develop the most appropriate context for the development of creativity; (3) and the affirmation that domain relevant skills (content knowledge and analytical ways of thinking) and creative ways of thinking are both essential to the overall creative process

Figuration & Frequency: A Usage-Based Approach to Metaphor

Two of the major claims of the cognitivist approach to metaphor, the paradigm which has emerged as dominant over the last three decades, are 1) that metaphor is a conceptual, rather than strictly linguistic, phenomenon, and 2) that metaphor exemplifies processes which are at work in cognition more generally. This view of metaphor is here placed within the context of the functionalist approach to language, which asserts that linguistic structure is emergent in nature, the use of language directly influencing the storage and representation thereof. The dissertation argues that metaphors, as conventionalized cognitive structures, are themselves highly influenced by frequency effects, and that metaphorical cross-domain mappings exist in the mind as conceptual schemata. Two corpus-based methods for assessing the frequency of overall metaphorical mappings are presented, both based on the use of key terms, attained using a survey method, for metaphorical source domains. These findings inform the hypotheses of a series of three experiments which test three key predictions of the view that metaphors are affected by frequency: that frequent metaphors should be more productive, accessible, and acceptable than infrequent ones. Both the corpus and experimental approaches, as well as data from previous research on metaphor at varying levels of conventionalization, support the view that metaphors are a usage-based phenomenon. The properties of various types of metaphorical utterances (e.g., idioms and novel metaphors) are best accounted for as arising from the interaction of the conceptual schemata that license cross-domain mappings, and syntactic schemata that link meanings to syntactic templates

Creativity and Information Systems: A Theoretical and Empirical Investigation of Creativity in IS

Be productive. Since the industrial revolution, managers have had an almost singular focus on equipping employees with productivity tools in productivity-supportive environments. Information technologies—systems designed to increase productivity—entered the marketplace in the 1980\u27s and were initially credited with the subsequent boom. Eventually, innovation was shown to be the primary spark, and the managerial focus shifted. Increasingly, the imperative is: be creative. This dissertation investigates how a technology environment designed to be fast and mechanistic influences the slow and organic act of creativity. Creativity—the production of novel and useful solutions—can be an elusive subject and has a varied history within Information Systems (IS) research so the first essay is devoted to conducting an historical analysis of creativity research across several domains and developing a holistic, technologically-aware framework for researching creativity in modern organizations. IS literature published in the Senior Scholar\u27s journals is then mapped to the proposed framework as a means of identifying unexplored regions of the creativity phenomenon. This essay concludes with a discussion of future directions for creativity research within IS. The second essay integrates task-technology fit and conservation of resources theory and employs an experimental design to explore the task of being creative with an IS. Borrowing from fine arts research, the concept of IS Mastery is introduced as a resource which, when deployed efficiently, acts to conserve resources and enhance performance on cognitively demanding creative tasks. The third essay investigates an expectedly strong but unexpectedly negative relationship between technology fit and creative performance. This finding launches an exploration into alternate study designs, theoretical models and performance measures as we search for the true nature of the relationship between creativity and technology fit. The essay concludes with an updated map of the technology-to-performance chain. These essays contribute to IS research by creating a technology-aware creativity framework for motivating and positioning future research, by showing that the IS is neither a neutral nor frictionless collaborator in creative tasks and by exposing the inhibiting effects of a well-fitting technology for creative performance

Threshold concepts and transfer: A curriculum mapping tool for first-year writing

Writing scholars Adler-Kassner and Wardle, Beaufort, and Devet have placed pragmatic learning goals of transfer at the core of education’s purpose. This thesis shares the assumption of pragmatic learning goals for education and examines these goals for transfer through Meyer and Land’s theory of threshold concepts in the context of first-year composition courses. Covering Meyer and Land’s foundational work on threshold concepts and Thorndike and Woodworth’s groundbreaking research that later informed Perkins and Salomon’s work in transfer, this thesis aims to contextualize this literature within and operationalize it for first-year writing programs’ curriculum course design through the creation and testing of a curriculum mapping tool