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Social Identity Theory proposes that identity and thinking style are strongly related. Research also suggests that the process of depersonalization is responsible for shifting from personal identity to social identity and assimilating group attitudes. The purpose of this study is to investigate the nature of personality in the relationship between criminal social identity and criminal thinking style.

The Measure of Criminal Attitudes, the Measure of Criminal Social Identity, and The Eysenck Personality Questionnaire was administrated to a sample of recidivistic male prisoners with learning difficulties (n=312).

Sequential moderated multiple regression analyses indicated the unique main effect of extraversion, psychoticism, in‐group affect, and in‐group ties on criminal thinking style. In terms of the moderating role of personality, the in‐group affect was more strongly associated with criminal thinking for low levels of extraversion, whereas high levels of extraversion moderated the positive relationship between in‐group ties and criminal thinking style.

The findings provide the first empirical support for the moderating role of personality in the relationship between criminal identity and criminal thinking style of offenders with learning difficulties.

Following a multilevel approach, the purpose of this paper is to develop a framework of strategic thinking, which integrates the micro‐domain's focus on individuals and groups with the macro‐domain's focus on organisations.

The paper first defines strategic thinking, outlines its elements and examines some of the conceptual issues surrounding the construct, especially those concerning levels of analysis. The following questions are addressed. What are the characteristics of an individual strategic thinker? What are the dynamics that take place within groups and how do they influence strategic thinking? What are the contributions of the organisational context to strategic thinking?

Strategic thinking at the individual level is discussed in terms of diversity in representational systems. Strategic thinking at the group level looks at heterogeneity and conflict. Strategic thinking within the organisational context examines middle management involvement, the role of organisational structure, and reward and compensation systems.

The paper may help senior managers to develop practical interventions for improving strategic thinking in their organisations. This includes the design of appropriate selection, recruitment and development strategies as well as paying attention to group and organisational level factors that create the enabling conditions for the individual characteristics associated with strategic thinking to be utilised.

The paper outlines a theoretical framework of strategic thinking that integrates previous fragmented research from a number of areas and disciplines into a more comprehensive theory of strategic thinking. It represents an important antecedent to strategic decision making and may provide a key to a better understanding of organisational change phenomena and, ultimately, organisational performance and survival.

The purpose of the paper is to develop a theoretical framework with testable propositions discussing the role of counterfactual thinking in fostering accurate decision-making in groups and preventing catastrophes, being mediated by information searching, sharing, task conflict and conflict management mechanisms, moderated by task complexity, cognitive complexity, cognitive closure and tolerance of ambiguity.

A theoretical framework is formulated and propositions are postulated involving independent, mediating, moderating and dependent variables.

This paper recommends a helpful framework for understanding of how counterfactual thinking affects information searching, sharing and decision-making accuracy in groups, thereby preventing catastrophes.

The proposed framework might be of assistance in managing complex group decision-making and information sharing in organizations. Decision-makers may become aware that activating counterfactual mind-set enables them to search for critical information facilitating accurate decision-making in groups leading to catastrophe prevention.

This paper adds value to the field of counterfactual thinking theory applied to group decision-making. Moreover, the paper provides a novel framework for group decision-making which sheds light on pertinent variables, which can either ameliorate or exacerbate the accuracy of decision-making by information searching and sharing in groups under varying context of high/low task complexity. The ramifications of task conflict, conflict management mechanisms, team diversity and size are explored alongside the moderating role of cognitive complexity, cognitive closure and tolerance for ambiguity.

The intention of this paper is: first, to raise awareness in organizations of the ubiquitous nature of thinking in teams and informal groups; second, to provide the reader with conceptual tools for understanding the subtle dynamics of “team‐level” thinking; and third, to offer some practical suggestions to leaders and consultants on ways of actively working to increase the quality of collective thinking in work places.

The paper is largely theoretical and extends current theory about the utilization of knowledge and intelligence in teams and organizations.

The four core elements to effective collective thinking are proposed as: shared clarity of purpose; emotionally and psychologically mature functioning on the part of key players; the necessity for psychologically safe “thinking spaces”; and shared responsibility for building, maintaining and utilizing the thinking space. It is further proposed that many essential influences on collective thinking exist outside the usual limits of awareness – that is, they occur as unconscious processes – and so developing powerful collective thinking requires that attention be paid to symbolic, non‐rational and intuitive patterns in teams and organizations.

The paper provides theoretical and practical frameworks that enable members of organizations directly address factors influencing the quality of collective thinking in the systems in which they are involved.

The fresh contribution of this paper is largely that it integrates intuitive, subtle and unconscious dynamics with rational logical principles so as to create powerful new principles to enable leaders and consultants to enhance organizational effectiveness.

Self‐managing teams have been credited with many positive payoffs. These include increased quality, productivity, employee quality of work life, and decreases in absenteeism and turnover. Significant attention has been devoted to the actual benefits derived from these group applications. What is typically lacking is exploration of the road‐blocks to self‐managed team success. Examines an important challenge to SMT success – the threats that groups face when making decisions. Notable evidence indicates that cohesive groups (such as self‐managing teams) tend to create internal pressures towards conformity that interfere with constructive critical analysis and ultimately lead to dysfunctional decisions. The term groupthink has been coined for this process that threatens effective group decision making. Addresses this challenge in some detail. In particular, proposes a new effective group condition – teamthink – a group decision‐making process that enables groups to make effective decisions while avoiding the pitfalls of groupthink.

The purpose of this paper is to validate cognitive style (i.e. linear, nonlinear, and balanced thinking) with innovation intentions and behaviors. It was hypothesized that a balanced linear/nonlinear thinking style and the inclination toward more innovative intentions are strongly related.

A survey questionnaire of business students in the USA and France was employed. Formally validated measures of thinking style and innovation were replicated in this project.

The results of an analysis of 186 respondents found a significant, direct relationship between balanced thinking style and innovative intention and behavior measures.

The results demonstrate that cognitive style and innovation are related, but the direct validation of actual innovative behaviors, in situ, needs to be included in the next step of this research stream. Further, the composition of groups can also be evaluated using these measures.

This is the first successful attempt to validate cognitive style measures with innovation outcome measures. These measures are now available for organizational testing, field research, and assessing team composition.

This is one of the first criterion-validity assessments of a cognitive measure related to linear and nonlinear thinking style. There are two important implications of these results. First, the authors now have a better understanding of one the links between cognition and innovation. Second, the authors have established a solid base for future research on this subject, including the importance of this effect in practice.

Presents findings from a case study of the implementation of three different thinking skills programmes ‐ Somerset Thinking Skills, Instrumental Enrichment and Philosophy for Children, in year seven of an inner city secondary school. Focuses on the perceptions of the teachers involved and explores the extent to which teacher perceptions affected implementation. An understanding of teachers’ perceptions is important if effective training and support is to be provided and the problem of poor implementation of thinking skills programmes is to be addressed. Analysis of teacher perceptions will also contribute to our understanding of why a particular programme is chosen and the extent to which the needs of the teacher are consistent with its aims. Findings of the study reaffirm the difficulty experienced teachers face when attempting to develop new skills and highlight the problems presented by the lack of immediate, concrete outcomes from a thinking skills lesson. Identifies teachers’ planning and perceptions of what constitutes group work as areas deserving further research and notes the importance of the presentation of thinking skills materials for the teachers using them.

Impulse buying has been the focus of attention in the marketing. With the rise of online shopping, online impulse buying phenomenon becomes increasingly serious. Whereas, the impulse buying behavior in an online environment is rarely discussed in relevant literature. The purpose of this paper is to explore the impact of the type of product and time pressure on consumer online impulse buying intention; this is a relatively new issue of marketing academia in China.

In this paper, the experimental methodology was adopted to explore the impact of consumer online impulse buying tendencies, the departure from the type of product and the time pressure.

Results show that low-involvement feeling products stimulate consumer online impulse buying tendencies. Simultaneously, there is an interaction effect between time pressure and product type, which is, under the influence of time pressure, the enhancement of low-involvement feeling products on consumer online impulse buying tendency is more significant.

This study discusses the interaction between time pressure and product type on consumers’ online impulse buying tendency, which has not been studied before. While discussing the impact of product types on consumers’ impulse buying tendency on the internet, this paper considers the impact of time pressure on consumers’ impulsive buying tendency, and applies the term of time pressure, a psychological research term, to the field of marketing research, so as to make the cross-links between disciplines closer.

The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.