The Lessons We (Don't) Learn: Counterfactual Thinking and Organizational Accountability after a Close Call

By Michael W. Morris, Paul C. Moore. 2000

263 citations recorded by the source corpus.

Subfields: Communication, General Decision Sciences, Social Psychology

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Citations in the corpus

Event detail and confidence in gambling: The role of counterfactual thought reactions (2010, background): “Similarly, Kray and Galinsky (2003) have shown that the activation of a counterfactual mindset can improve performance, and Morris and Moore (2000) have demonstrated a positive relationship between counterfactual generation and learning.”
Research Design for Mixed Methods (2017, methodology): “…this incremental approach to mixed methods research in our exemplar studies, including the use of the same sample with different research strategies (Dyer & Hatch, 2006; Ely, 1994) and use of the same basic task with different research strategies (Bardolet et al., 2011; Morris & Moore, 2000).”
Organizational Learning: From Experience to Knowledge (2011, unknown): “Similarly, learning though counterfactual thinking (Morris & Moore, 2000; Roese & Olson, 1995 ), which involves reconstruction of past events and consideration of alternatives that might have occurred, typically occurs after doing.”
Learning from experience in high-hazard organizations (2002, background): “Additional characteristics speed up the human learning process: seek novelty (Berlyne, 1960) and imagine possibilities (allowing feedforward 2 predictions, counterfactual thinking, and virtual learning (March, Sproull, & Tamuz, 1991; Morris & Moore, 2000).”
Counterfactual Thought. (2016, background): “They manage impressions and derogate actions in various situations, from political rhetoric to accident safety reports (e.g., Catellani & Covelli 2013, Morris & Moore 2000).”
Application of Fairness Theory to Service Failures and Service Recovery (2003, background): “Morris and Moore (2000) noted that negative events in particular are thought to produce counterfactual thinking.”
Analogical Learning in Negotiation Teams : Comparing Cases Promotes Learning and Transfer (2003, background): “Case comparison can be encouraged either through discussing multiple brief cases, as in the present research, or through identifying hypothetical variations of one larger case (Morris & Moore, 2000 ; Williams, 1992) .”
Network Learning: The Effects of Partners' Heterogeneity of Experience on Corporate Acquisitions (2002, result): “Both models produced similar results, and we report the random effects models using the GLS estimator.”
Negative Knowledge: Understanding Professional Learning and Expertise (2008, background): “However, as a general strategy to start researching negative knowledge empirically, we have chosen to seek evidence on an individual, cognitive perspective before expanding the scope to a socio-cultural level (Morris and Moore 2000).”
Vicarious Learning from the Failures and Near-Failures of Others: Evidence from the U.S. Commercial Banking Industry (2007, background): “At the individual level, Morris and Moore (2000) similarly reported that counterfactual information enhances the effectiveness of learning.”
Learning from Complexity: Effects of Prior Accidents and Incidents on Airlines' Learning (2002, background): “…banks have higher returns to experience (measured as a return on assets) than generalists; Ingram and Baum (1997) who found that generalists benefit less from their own operating experience and more from industry experience than specialists; and the above-mentioned study by Morris and Moore (2000).”