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The aim of the current paper is to explore the role of cross-understanding as a mediator between openness to cognitive experience and reflective communication cognitions on the one hand and team performance on the other hand using the input-mediator-output-input (IMOI) model as a framework (Ilgen et al., 2005).

The sample consisted of 156 participants organized in 37 student teams. Two mediation models were estimated while using a nonparametric resampling procedure of bootstrapping developed by Hayes (2012).

Cross-understanding positively mediates the relation between openness to cognitive diversity and team performance and the relation between reflective communication cognition and team performance. Reflective communication cognition has a direct and negative relation to team performance. Additionally, the percentage of women within groups positively relates to group performance.

Future research could explore the validity of this model in other organizational settings and while using different indicators for team performance.

Practitioners should encourage an open climate toward knowledge diversity and different perspectives within teams, as this might create the optimal conditions for cross-understanding to emerge. Team members should also be encouraged to learn not only about the knowledge of other team members but also about their beliefs, preferences and things they are sensitive to, as this awareness is beneficial for the overall team performance.

This paper contributes to the team cognition literature by bringing empirical support for a relatively less investigated concept: cross-understanding. The paper establishes its relation to team performance and two of its potential antecedents – openness to cognitive diversity and reflective communication cognition.

This study reviews the construct of analogy as an individual communication mode, examining its relationship with cross-understanding in knowledge-diverse teams. The authors theorize that analogy use enhances team information processing beyond mere communication frequency through bridging knowledge differences across team members. The authors propose that analogies will have a direct relationship to knowledge application, and an indirect effect via cross-understanding. However, communication frequency will have only an indirect effect on knowledge application through cross-understanding.

The authors sampled a 49-member team with 14 subteams, yielding 146 usable dyadic relationships. Two mediation models were estimated while using linear mixed-effect models in SPSS.

The results confirm the importance of analogies and cross-understanding in teams, generally supporting the hypotheses. Mere communication frequency was not related to knowledge application, indicating that “how you say it” may be more important than how often a team member speaks.

This research explored these constructs through a three-week project in a sample of graduate students working with a real-world client. Future research could explore the validity of this model in other organizational settings and test the analogy construct on the team level.

The effectiveness of team member communication should be measured not only as frequency but also in terms of analogies to transmit meaning.

This paper contributes to an understanding of teams as information processors by building empirical support for the utility of analogical communication in design teams, establishing the relationship of analogies to cross-understanding and knowledge application.

The primary objective of this research is to test a model examining interpersonal trust between marketing managers and R&D managers during new product development projects.

In this study interpersonal trust as a bi‐dimensional construct with cognitive and affective components is conceptualised. The authors' integrative structural model specifies Weber's structural/bureaucratic dimensions – formalisation and centralisation to predict three communication dimensions, communication frequency, quality, and bi‐directionality. In turn these communication dimensions are used to predict cognition‐based trust, and affect‐based trust. In addition, the paper models the direct effects of the three communication dimensions on a dependent variable – perceived relationship effectiveness. The hypothesised model consists of 16 hypotheses, seven of which relate to the two focal interpersonal trust constructs. The measures were tested and a structural model estimated by using PLS. Data were provided by 184 R&D managers in Australia, reporting on their working relationship with a counterpart marketing manager during a recent product development project.

The hypothesized model has high explanatory power and it was found that both trust dimensions strongly influenced the effectiveness of marketing/R&D relationships during new product development, with cognition‐based trust having the strongest impact. The results also reveal which forms of communication help to build interpersonal trust. The most powerful effect was from communication quality to cognition‐based trust. The next strongest effects were from bi‐directional communication, which was a strong predictor of affect‐based trust, and a somewhat weaker predictor of cognition‐based trust. Interestingly, the direct effects of our three communication behaviours on relationship effectiveness were modest, suggesting that their relationship building effects are largely indirect. Last, it is revealed that bureaucratic means of control on product development projects have mixed effects. As expected, centralisation reduces cross‐functional communication. In contrast, formalisation has a positive effect during product development, as it stimulates both the frequency and bi‐directionality of communication between marketing managers and R&D managers on these projects.

This is the first study to treat interpersonal trust as the focal construct in marketing/R&D relationships during new product development. Moreover, it is the only study of marketing/R&D relationships to conceptualise, measure, and model two underlying dimensions of interpersonal trust (cognition‐based trust, and affect‐based trust). Our study also integrates aspects of Weber's theory of bureaucracy, with interaction theory, and demonstrates the strong links between these theoretical frameworks.

The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects.

Using qualitative research and in-depth interviews, a sample of 32 project managers with experience in traditional and agile methods acting in Brazil and internationally participated in the research process. The analysis process, utilising coding techniques, involved stages: open, axial, coding and selective coding. These stages encompassed the evaluation of categories based on a hierarchy, in order to determine an appropriate level of abstraction that properly explains theoretical findings.

The results indicate that distributed team cognition is significant for collaborative problem-solving. The data from the interviews allowed the proposal of a model of cognition, and the identification of the elements that support it.

Understand how aspects of distributed team cognition can impact the behaviours of the project professional and contribute to problem-solving in the project environment.

The elements observed affects the collaborative problem-solving by presenting a model of distributed cognition, which is composed by directed communication, collective interaction, trust building and collaborative behaviour.

The paper uses social cognitive theory to explore reactions to performance evaluation processes as situated cognitions by examining the relationship between key elements of employees’ schemas about an organizational environment, preparation for evaluation, and these reactions. The paper aims to discuss these issues.

Survey of 260 employees of eight organizations in a Midwestern US city.

Job resource adequacy, communication adequacy, coworker relationships, and preparation time are significantly and positively associated with employee reactions to performance evaluation processes. Preparation time moderates the association between organizational context and employee reactions.

A social cognitive perspective on performance evaluation broadens the scope of extant research. This study is limited by cross-sectional design but opens the door to future experimental and longitudinal research.

Performance evaluation processes are situated in an organizational context. Organizational interventions to improve perceptions of this key process could focus on better communication and encouraging preparation, especially if job resources are less adequate.

This research contributes to the performance evaluation literature by applying social cognitive theory to performance evaluation reactions as situated cognitions, calling attention to the broader organizational context in which these processes occur.

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in the field of knowledge and knowing, namely, Habermas’ cognitive interests and Chinn, Buckland and Samarapungavan’s notion of epistemic cognition. It examines the common ground between the two bodies of theory, drawing illustratively on empirical work in the field of doctoral examination. The comparison of the Habermasian theory of cognitive interests with Chinn et al.’s notion of epistemic cognition led to the conclusion that there were areas of overlap between the two conceptual schemas that could be utilised to advance research into doctoral examination in higher education. Habermas’ cognitive interests (which underpin his ways of knowing theory) offer a conceptual lens that facilitates analysis of the interaction of ontological and epistemic components of knowledge production. Chinn et al.’s notion of epistemic cognition allows for finer grained analysis of aspects of the cognitive work involved in knowledge rendition. This work is particularly pertinent in an era that sees the boundaries of the disciplines being challenged by the need for new perspectives and cross-disciplinary approaches to solving complex problems.

The purpose of this paper is to examine the effects of collaboration mode (face‐to‐face versus non‐collocated using collaborative technology) on team‐based problem solving behaviors associated with team learning, team reflexivity (i.e. reflectiveness) and team mental model development.

The study used a single factor (collaboration mode) between subjects randomized experimental design. The experimental manipulations of collaboration mode were face‐to‐face versus technology‐mediated collaboration. Observer ratings of problem solving behaviors were used to generate data analyzed using multivariate analysis of variance.

Multivariate analysis of variance results indicated that face‐to‐face collaboration is superior to technology‐mediated collaboration in facilitating team level cognitive functions such as team learning, team reflexivity, and shared mental model development.

To better manage the psychological/cognitive aspects of teamwork, managers must detect and accurately interpret the behavioral indicators that evidence the extent of team learning, reflexivity and shared mental model construction of task requirements and execution.

This paper represents one of the first to investigate the impact of technology‐mediated collaboration on team cognition and to conceptualize team cognition as a set of mental processes and intra‐team communication exchanges that facilitate team learning, reflection, and shared understanding.

This paper considers the importance of prohibitive voice in organizations' health. This study aims to explore the role of ethical leadership, reflective moral attentiveness and leader identification.

Two waves of data collection were conducted, including 534 responses in T1 and 242 in T2. This research evaluated hypotheses using Partial Least Squares Structural Equation Modeling approach with Smart PLS 3.2.9.

Ethical leadership has a direct positive effect on employees' prohibitive voice. Furthermore, reflective moral attentiveness mediates the associations between ethical leadership and prohibitive voice. Finally, leader identification moderates only the relationship between ethical leadership and employees' moral behavior (prohibitive voice), not moral cognition (reflective moral attentiveness).

This paper provided insight into how and when ethical leaders could promote prohibitive voice behavior. Specifically, the authors explored the mediating role of reflective moral attentiveness and the moderating role of leader identification.

Considers Willower’s theory of inquiry and his stance on science and epistemology which is derived from Dewey’s pragmatist philosophy. Argues that Willower’s naturalism, following Dewey’s understanding, remains incomplete because Dewey did not have at his disposal the required causal neurobiological detail of human learning and cognition. Such detail has recently become available, and Dewey’s biological metaphors are now being cashed out in relation to the causal mechanisms of inquiry, with interesting consequences for Willower’s theory of inquiry. Concludes the article by exploring the notion of reflective inquiry in relation to human cognition, research methodology and organizational cognition.

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated representation of behavior have only been achieved at rudimentary levels according to those performing the studies (e.g. Pew & Mavor, 1998; Tulving, 2002) and those building the models (e.g. Warwick et al., 2002). This chapter will address aspects of cognitive performance that are important to incorporate into models of combat based on acceptance of theory, strength of empirical data, or for other reasons such as to bridge gaps where incomplete knowledge exists about cognitive behavior and performance. As a starting point, this chapter will assess which of Pew and Mavor’s recommendations are still appropriate as determined by a review of selected literature on cognition and its representation. We will also provide some review and extensions of key literature on cognition and modeling and suggest a way ahead to close the remaining gaps. Different aspects of cognition are described with recent findings, and most are followed by an example of how they have been represented in computer models or a discussion of challenges to their representation in modeling.