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The purpose of this paper is to offer a discussion on the socio-cognitive biases involved during a criminal trial, in accordance with the literature in this field.

Whether it is the biases of representation, availability or anchoring (Fariña et al., 2003), they have been widely studied in social psychology and constitute a relevant angle of analysis in the judicial context.

This paper outlines the issues related to the reality of the judicial decision, the psychological dilemmas that arise from it, as well as the normative pressures underlying the need to rationalize the decision. Finally, the status of psycho-legal expertise and the importance given to it is also discussed with regard to these issues.

This paper may help provide the diverse socio-judicial actors with some elements for questioning the psychological mechanisms that may intervene in the decision-making and therefore create a sense of conscientization necessary to optimize the quality of decision-making.

This paper may help provide the diverse socio-judicial actors with some elements for questioning the psychological mechanisms that may intervene in the decision-making and therefore create a sense of conscientization necessary to optimize the quality of decision-making.

Applies a socially‐constructed perspective on cognition and learning to learning organisations. Explains socially‐constructed cognition, learning and the concept of a learning organisation‐personal mastery, mental models, shared vision, team learning and systems thinking. Based on Australian cases and research, it outlines the enterprise culture, the learning university and workplace learning. Examines the possible key role of consultants in promoting organisational learning. Argues that a major shift in thinking about HR has to take place to support learning organisations. Outlines future areas for research: redefinition of concepts such as team thinking and team learning to incorporate the study of constraints; the study of the physical environments which hinder/support learning organisations and further investigation of work group cultures.

Knowledge acquired by employees from co-workers through social networks may serve to reduce technostress during the use of a new and complex information system. The role of gender-based employee preferences in forming and acquiring system-related knowledge through friendship, advice, and expertise networks, and the impact of network-embedded expertise on performance outcomes are explored.

The research hypotheses were empirically tested through survey data collected from employees of a large organization that had implemented an enterprise system.

The advice networks of female employees were an extension of their friendship networks, whereas that of male employees were configured to include co-workers with system-related expertise. Exposure to high quality knowledge flows resulted in lowered technostress levels among male employees compared to their female counterparts. However, there was only a marginal difference in performance outcomes. The “expertise-deficit” in the advice network of female employees was apparently compensated through their dependence on the helpdesk.

Research on system-related knowledge support through social networks has focused on the structural features of interaction ties with little or no emphasis on networking employees and their individual preferences. Moving away from this structural orientation, this study validates the contention that gender-driven motivations impact employee networking preferences, determine network-embedded expertise levels, and influence employee technostress. This study can help configure implementation environments that maximize network acquisition of high-quality knowledge, reduce technostress, and enhance performance outcomes.

Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to study and step back from vulnerability at work.

Autopraxeography uses researchers' experience to build knowledge.

Autopraxeography provides a better understanding of vulnerability and the opportunity to step back from the difficulties experienced. Instead of ignoring experiences related to vulnerability, this method makes it possible to transform them into new avenues of knowledge. Moreover, it enables researchers to step back from experiences of vulnerability, thus making them feel more secure.

The main differences from other self-studies stem from the epistemological paradigm in which this method is anchored: pragmatic constructivism. The most important difference is the production of generic knowledge in three recursive steps: writing in a naïve way, developing the epistemic work and building generic knowledge.

The increasingly booming e-commerce development has stimulated vehicle consumers to express individual reviews through online forum. The purpose of this paper is to probe into the vehicle consumer consumption behavior and make recommendations for potential consumers from textual comments viewpoint.

A big data analytic-based approach is designed to discover vehicle consumer consumption behavior from online perspective. To reduce subjectivity of expert-based approaches, a parallel Naïve Bayes approach is designed to analyze the sentiment analysis, and the Saaty scale-based (SSC) scoring rule is employed to obtain specific sentimental value of attribute class, contributing to the multi-grade sentiment classification. To achieve the intelligent recommendation for potential vehicle customers, a novel SSC-VIKOR approach is developed to prioritize vehicle brand candidates from a big data analytical viewpoint.

The big data analytics argue that “cost-effectiveness” characteristic is the most important factor that vehicle consumers care, and the data mining results enable automakers to better understand consumer consumption behavior.

The case study illustrates the effectiveness of the integrated method, contributing to much more precise operations management on marketing strategy, quality improvement and intelligent recommendation.

Researches of consumer consumption behavior are usually based on survey-based methods, and mostly previous studies about comments analysis focus on binary analysis. The hybrid SSC-VIKOR approach is developed to fill the gap from the big data perspective.

Are financially illiterate individuals all the same? This study aims to answer this question. Specifically, the authors investigate whether people answering incorrectly and “do not know” to the big five questions about financial knowledge (FK), all identified by previous literature as financially illiterate, are two sides of the same coin, or rather individuals with different socio-economic and demographic characteristics, and whether this leads to different levels of risk of falling victim to financial fraud.

Using a large and representative sample of Italian adults, the authors run both ordered probit and probit regressions to test the determinants of financially illiterate individuals, distinguishing between those answering FK questions incorrectly and those answering “do not know”. The authors also measure the probability of falling victim to financial fraud for the two groups. To check the robustness of our results, the authors run a multinomial regression, a structural equation model and an instrumental variable regression model.

The authors demonstrate that the socio-demographic and socio-economic characteristics of individuals selecting incorrect responses to FK questions are different from those of individuals selecting the “do not know” option. Moreover, the results show that the former are more likely to be victims of financial frauds.

The “one-size-fits-all” approach is not suitable for financial education. It is important to consider socio-demographic and socio-economic characteristics of individuals in order to identify specific targets of education programmes aiming to reduce insecurity and excessive self-confidence as well as to increase objective FK. The study’s findings also identify vulnerable groups to which financial fraud prevention schemes should be targeted.

To date, financial illiteracy has been measured as the sum of incorrect and “do not know” responses given to FK questions. This approach does not allow to observe the socio-demographic and socio-economic differences between people choosing the “do not know” option and those answering incorrectly. The paper aims to overcome this limit by investigating the socio-demographic and socio-economic characteristics of individuals selecting “do not know” and incorrect responses, respectively. The authors also investigate whether the two groups have different probabilities of being victims of financial fraud.

The purpose of this paper is to explore the modernity of current classification theory and work, and outline a foundation for moving classification toward a late‐modern conception.

The paper examines the conceptual foundation for current modern classification work, provides critical analysis of that approach, and outlines three conflicts with modernity that shape the path out of the consequences of modernity.

The paper presents an understanding of classification that establishes classification on a late‐modern epistemology, and it lays the contours of how to reclaim the intellectual core of classification theory and work.

The paper establishes a foundation for rethinking classification work, outlines consequences of current mainstream work, and provides concept for developing late‐modern classification theory and practice.

The purpose of this paper is to determine the association between the strength of different types of ties with the sharing of different kinds of knowledge.

In this paper the association of ties with the sharing of different types of knowledge was measured by a specifically created and developed web survey that was made available to 22 units in the subject organization. Multiple Regression Quadratic Assignment Procedure (MRQAP) was used to examine the resulting data in order to address the following questions: first, is there a significant association between strength of business ties and the sharing of public knowledge? Second, is there a significant association between strength of social ties and the sharing of private knowledge?

Findings in this paper show that the strength of business relationships rather than the strength of social relationships contributed most significantly to the sharing of public and private knowledge in this organization. Specifically, the frequency of business interactions predicted the sharing of public non‐codified knowledge, while the closeness of business relationships predicted the sharing of private non‐codified knowledge and the sharing of public codified knowledge. Unexpectedly, neither business nor social ties predicted the sharing of private codified knowledge.

The paper shows that one organization belonging to a certain type of business was studied, and these results might be more relevant in the setting of similar business organizations that have similarities in their contexts and profiles with this organization.

The results in this paper may assist organizations in rethinking the ways of approaching certain types of knowledge sharing in their strategic and infrastructural decisions and their application. Organizations might invest in promoting inter‐unit exchanges and in creating meaningful social nets for more innovative products and better performance.

This paper makes a distinct contribution to the available body of research on how social networks in organizations operate in sharing knowledge. The paper provides answers to a number of research questions that have not been addressed thus far in the literature; this study also provides fresh insights into the investigation of patterns of association and prediction.

Learners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level.

This study profiled the dispositions towards learning of 880 Master’s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort.

The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement.

It is argued that students at Master’s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees.

This study contributes a detailed analysis of Master’s students’ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.

To discuss systemic thinking in relation to the naturalistic and anti‐naturalistic position in the philosophy of social science. To develop the theme in two parts: I and II.

A cybernetic approach is taken and a discussion on what is the foundation for the philosophy of social science for systemic thinking is developed.

The findings for Part I are that the rationalistic view of knowledge is based on reflection and reason. The empirical viewpoint on knowledge based on observations. The realistic view of knowledge is based on the link between the rationalistic and the empirical point of view. The systemic viewpoint is based on the realistic view of knowledge.

Provided assistance to social scientists who study social systems from the systemic or cybernetic point of view. Gives researchers studying problems/phenomena in social systems a systemic viewpoint.

It positioned systemic thinking in relation to the philosophy of social science.