Investigating the Encoding Process of Transactive Memory Development in Group Training

By Diane Liang Rulke, Devaki Rau. 2000

121 citations recorded by the source corpus.

Subfields: Communication, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5d342668f6193366ec84e557ff3a4fae6bfa344c

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In Experimental and Cognitive Psychology

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Citations in the corpus

Transactive Memory Systems in Organizations: Matching Tasks, Expertise, and People (2004, background): “Rulke and Rau (2000) found that in groups high in transactive memory, group members declared areas of expertise early in their interaction, suggesting that if group members feel a fit between their expertise and task demands early in their work, transactive memory development benefits.”
Transactive Memory Systems (2008, background): “…& Argote, 1995; Moreland, Argote, & Krishnan, 1996, 1998; Moreland & Myaskovsky, 2000; Myaskovsky, Unikel, & Dew, 2005; Pearsall & Ellis, 2006; Rulke & Rau, 2000; Yoo & Kana- wattanachai, 2001) and TMS in teams (Akgun, Byrne, Keskin, Lynn, & Imamoglu, 2005; Austin, 2003; Lewis, 2003;…”
Team Effectiveness 1997-2007: A Review of Recent Advancements and a Glimpse Into the Future (2008, background): “TMSs have been defined as the collection of knowledge possessed by each team member and a collective awareness of who knows what (e.g., Austin, 2003; Rulke & Rau, 2000).”
6 Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process (2007, background): “…interaction and communication eliciting knowledge about members' expertise (Liang, Moreland, & Argote, 1995; Moreland & Myaskovsky, 2000; Rulke & Rau, 2000; Stasser, Stewart, & Wittenbaum, 1995), and transactive processes mediate the relationship between context, team characteristics,…”
The Effects of Team-Skills Training on Transactive Memory and Performance (2007, background): “…the importance to its development of team process skills, such as planning, coordination, and role allocation, which are important elements of two of the three components of transactive memory—task coordination and memory differentiation (K. Lewis, 2004; Moreland, 1999, Rulke & Rau, 2000).”
Knowledge Beyond the Individual? Making Sense of a Notion of Collective Knowledge in Organization Theory (2012, background): “…group training for a shared understanding of the TMS to develop (e.g., Morland & Argote, 2003; Liang, Moreland & Argote, 1995; Reagans et al., 2005; Rulke & Rau, 2000), such avenues for the sharing of knowledge at the meta-level are confined to settings where a small number of individuals are…”
Enhancing the Effectiveness of Work Groups and Teams (2006, methodology): “Rulke & Rau (2000) used qualitative methods to examine the development of transactive memory, examining the sequence by which encoding unfolds over time.”
Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences (2011, background): “Rulke and Rau (2000) coded group conversation during group training into five categories: (1) claiming to have expertise in a certain domain; (2) claiming not to have expertise in a certain domain; (3) asking questions concerning a domain of expertise; (4) planning and coordinating who is to do…”
The Strength of Weak Ties You Can Trust: The Mediating Role of Trust in Effective Knowledge Transfer (2002, background): “in those domains in which the other person is competent (Rulke and Rau 2000).”
Ambient Awareness and Knowledge Acquisition: Using Social Media to Learn "Who Knows What" and "Who Knows Whom" (2015, background): “…networking technology use, when compared to a baseline of only learning via direct experiential communication with others, is likely to arise because an individual’s metaknowledge is typically confined to the people with whom he or she talks regularly (Hollingshead 1998; Liang-Rulke and Rau 2000).”