Reflections on shared cognition

By J. Cannon-Bowers, Eduardo Salas. 2001

905 citations recorded by the source corpus.

Subfields: Applied Psychology, Artificial Intelligence, Social Psychology

View Paper: https://www.semanticscholar.org/paper/56035c12626db6e78aa496650e41311adcdf308a

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In Applied Psychology

In Artificial Intelligence

In Social Psychology

Citations in the corpus

When Collective- and Self-Efficacy Affect Team Performance (2005, background): “Group members develop similar beliefs in their collective-efficacy because of shared cognitions (Cannon-Bowers & Salas, 2001), which are based on common experiences, and mutual involvement in social learning processes.”
HOW MUCH DO HIGH-PERFORMANCE WORK PRACTICES MATTER? A META-ANALYSIS OF THEIR EFFECTS ON ORGANIZATIONAL PERFORMANCE (2006, background): “These are similar and overlapping knowledge sets, attitudes, and beliefs regarding tasks, coworkers, and the organization that facilitate cooperation and decision making (Cannon-Bowers & Salas, 2001).”
Relational Archetypes, Organizational Learning, and Value Creation: Extending the Human Resource Architecture (2007, background): “Similarly, the literature on shared cognition suggests that team processes for integrating individual knowledge are supported by the similarity of team members’ mental models (e.g., Cannon-Bowers & Salas, 2001; Klimoski & Mohammed, 1994; Mohammed & Dumville, 2001).”
Bridging the gap between I/O research and HR practice: Improving team composition, team training, and team task design (2004, background): “Explanations of this effect point to the notion that shared mental models enable team members to more efficiently and effectively coordinate behaviors and interpret behavioral cues (Cannon-Bowers & Salas, 2001).”
The Effects of Team-Skills Training on Transactive Memory and Performance (2007, background): “In their conceptualization, Cannon-Bowers and Salas (2001) posited that team members’ knowledge of each other is one important aspect of shared cognition.”
Advancing the Science of Collaborative Problem Solving (2018, background): “Keeping track of what each other team member knows about the problem (i.e., shared knowledge, common ground, H. H. Clark, 1996), the perspectives of team members, and a shared vision of the problem states and activities (Cannon-Bowers & Salas, 2001; Dillenbourg & Traum, 2006; Wegner, 1986).”
Diversity in goal orientation, team reflexivity, and team performance (2011, background): “Having a common frame of references in task execution allows group members to better anticipate each other’s behavior, which makes it easier to understand each other and align and integrate each others’ contributions (Cannon-Bowers & Salas, 2001).”
Learning from conflicts? The relations between task and relationship conflicts, team learning and team performance (2009, background): “From research on ‘‘shared mental models’’ (Cannon-Bowers & Salas, 2001; Klimoski & Mohammed, 1994), it can be argued that developing a shared understanding of the work (as a part of information processing), is indeed important for teams to perform well.”
Knowledge convergence in collaborative learning: Concepts and assessment (2007, methodology): “Unlike the transactivity approach, the knowledge level approach allows an analysis of the type of knowledge e.g. knowledge of the task and knowledge of the team, which must be shared in order to enhance effective team performance (see Cannon-Bowers & Salas, 2001).”
Shared work values and team member effectiveness: The mediation of trustfulness and trustworthiness (2008, background): “That is, team members must hold similar work values to draw common interpretations, have compatible perceptions, and ultimately reach effective decisions (Cannon-Bowers & Salas, 2001).”