Shared Information, Cognitive Load, and Group Memory

By Robin Tindale, Susan Sheffey. 2002

128 citations recorded by the source corpus.

Subfields: Communication, Information Systems, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f2055a384b185e60768009e6e86c8c41905f772

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Sanna Järvelä
2. Hanna Järvenoja
3. Paul A. Kirschner
4. Felix C. Brodbeck
5. Jonna Malmberg
6. Ernesto Panadero
7. Roger Azevedo

In Information Systems

1. Paul A. Kirschner
2. Gijsbert Erkens
3. Sanna Järvelä
4. Jeroen Janssen

In Social Psychology

1. Fred Paas
2. Paul A. Kirschner
3. Femke C. Kirschner
4. Jeroen Janssen
5. Sanna Järvelä
6. Hanna Järvenoja
7. N. Kerr
8. Robin Tindale

Citations in the corpus

• Group performance and decision making. (2004, background): “And, a very few studies (Laughlin et al. 2002, Michaelsen et al. 1989, Tindale & Sheffey 2002, Sniezek & Henry 1989) have reported the elusive process gain or “assembly bonus effect”—group performance that is better than the performance of any individual or any combination of individual member…”
• HOW DESCRIBING AUTOBIOGRAPHICAL EVENTS CAN AFFECT AUTOBIOGRAPHICAL MEMORIES (2004, background): “…has focused on group memory, exploring such questions as how, when, and why the collective memory of groups tends to be superior to the recall of single individuals (Hinsz, 1990) and how common knowledge and information sharing affect the memory performance of groups (Tindale & Sheffey, 2002).”
• Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “information) of valuable task-relevant information and knowledge held by each group member (Hinsz et al. 1997; Tindale and Kameda 2000; Tindale and Sheffey 2002).”
• Understanding the dynamics of motivation in socially shared learning (2008, background): “Studies have reported on group transactions, information sharing (Tindale & Sheffey, 2002), socialisation in groups (Moreland & Levine, 2000), co-ordination of different perspectives (Barron, 2000), or shared understanding (Teasley & Roschelle, 1993).”
• Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, background): “…by each group member can be consciously and actively shared (i.e., retrieving and explicating information), discussed (i.e., encoding and elaborating information), and remembered (i.e., personalising and storing information) (Hinsz et al., 1997; Tindale & Kameda, 2000; Tindale & Sheffey, 2002).”
• Group Decision Making Under Conditions of Distributed Knowledge: The Information Asymmetries Model. (2007, background): “…(e.g., diversity in preferences, e.g., Brodbeck et al., 2002), informational centrality of group members (Sargis & Larson, 2002), cognitive load (Tindale & Sheffey, 2002; Fraidin, 2004), group decision support systems (Lam & Schaubroeck, 2000), and information management behaviors shown by…”