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This study aims to acknowledge that most Indonesian small and medium enterprises (SMEs) experience slow growth. It highlighted that this sluggishness is because of some falsification of Indonesia’s ecological psychology. It focuses on investigating the situated cognition that probably supports this falsification, such as affordance, a community of practice, embodiment and the legitimacy of peripheral participation situated cognition and social intelligence theories.

This study obtained data from published newspapers between October 2016 and February 2019. The authors used the Waikato Environment for Knowledge Analysis and the J48 C.45 algorithm. The authors analyzed the data using the emergence of news probability for both the Government of Indonesia (GoI) and Indonesian society and the situated cognition concerning the improvement of the SMEs. The authors inferred ecological psychology from these published newspapers in Indonesia that the engaged actions were still suppressed, in comparison with being and doing.

This study contributes to the innovation and leadership policies of the SMEs’ managerial systems and the GoI. After this study identified the backward-looking practices, which the GoI and the people of Indonesia held, this study recommended some policies to help create a forward-looking orientation. The second one is also a policy for the GoI, which needs to reduce the discrepancy between the signified and the signifier, as recommended by the structuralist theory. The last one is suggested by the social learning theory; policies are needed that relate to developing the SMEs’ beliefs, attitudes and behavior. It means that the GoI should prepare the required social contexts, which are in motoric production and reinforcement. Explicitly, the authors argue that the GoI facilitates SMEs by emphasizing the internal learning process.

The authors present some possibilities for the limitations of this research. The authors took into account that this study assumes the SMEs are all the same, without industrial clustering. It considers that the need for social learning and social cognition by the unclustered industries is equal. Second, the authors acknowledge that Indonesia is an emerging country, and its economic structure has three levels of contributors; the companies listed on the Indonesian Stock Exchange, then the SMEs and the lowest level is the underground economy. Third, the authors did not distinguish the levels of success for the empowerment programs that are conducted by either the GoI or the local governments. This study recognizes that the authors did not measure success levels. It means that the authors only focused on the knowledge content.

From these pieces of evidence, this study constructed its strategies. The authors offer three kinds of policies. The first is the submission of special allocation funds from which the GoI and local governments develop their budgets for the SMEs’ social learning and social cognition. The second is the development of social learning and social cognition’s curricula for both the SMEs’ owners and executive officers. The third is the need for a national knowledge repository for all the Indonesian SMEs. This repository is used for the dissemination of knowledge.

This study raises argumental novelties with some of the critical reasoning. First, the authors argue that the sluggishness of the Indonesian SMEs is because of some fallacies in their social cognition. This social cognition is derived from the cultural knowledge that the GoI and people of Indonesia disclosed in the newspapers. This study shows the falsifications from the three main perspectives of the structuration, structuralist and social learning theories. Second, this study can elaborate on the causal factor for the sluggishness of Indonesia’s SMEs, which can be explained by philosophical science, especially its fallacies (Hundleby, 2010; Magnus and Callender, 2004). The authors expand the causal factors for each gap in every theory, which determined the SMEs’ sluggishness through the identification of inconsistencies in each dimension of their structuration, structuralism and social learning. This study focused on the fallacy of philosophical science that explains the misconceptions about the SMEs’ improvement because of faulty reasoning, which causes the wrong moves to be made in the future (Dorr, 2017; Pielke, 1999).

For organizational neuroscience to progress, it requires an overarching theoretical framework that locates neural processes appropriately within the wider context of organizational cognitive activities. In this chapter, we argue the case for building such a framework on two foundations: (1) critical realism, and (2) socially situated cognition. Critical realism holds to the importance of identifying biophysical roots for organizational activity (including neurophysiological processes) while acknowledging the top-down influence of higher-level, emergent organizational phenomena such as routines and structures, thereby avoiding the trap of reductionism. Socially situated cognition connects the brain, body, and mind to social, cultural, and environmental forces, as significant components of complex organizational systems. By focusing on adaptive action as the primary explanandum, socially situated cognition posits that, although the brain plays a driving role in adaptive organizational activity, this activity also relies on the body, situational context, and cognitive processes that are distributed across organizational agents and artifacts. The value of the framework that we sketch out is twofold. First, it promises to help organizational neuroscience become more than an arena for validating basic neuroscience concepts, enabling organizational researchers to backfill into social neuroscience, by identifying unique relations between the brain and social organization. Second, it promises to build deeper connections between neuroscience and mainstream theories of organizational behavior, by advancing models of managerial and organizational cognition that are biologically informed and socially situated.

Training is one of the key dimensions of internal marketing. Virtual reality (VR), a computer technology that replicates an environment (real or imagined) and simulates a user’s physical presence in that environment to allow for user interaction, offers unique opportunities from a training perspective, such as allowing users to improve their skills without the consequence of failing real customers or the need to be in the real environment physically. This study aims to focus on comparing the effectiveness of VR hospitality training with that of real-world hospitality training.

This study adopts situated cognition theory to empirically test the effect of the awareness of contextual variables (social interaction, location and task) on learning and compare learning outcomes between tourism training in VR and real-world experimental settings.

Results indicate that location and task awareness enhance cognitive absorption, but social awareness does not influence cognitive absorption. There is no significant difference between training in real-world and VR environments. Finally, cognitive absorption has a positive effect on mental model change (the learning outcome).

This result advances the theoretical understanding on the significance of learning context by applying situated cognition theory in hospitality training and has significant implications for training that aims for rigor and efficiency within cost, location and time constraints.

培训是内部营销的关键维度之一。 虚拟现实 (VR), 一种复制某种环境（真实的或想象的）并模拟在该环境中实质性存在的用户的计算机技术并且允许用户交互, 从培训的角度来看提供独特的机会, 例如允许用户在没有培训的情况下提高他们的技能避免承担损失真实客户的后果或需要实际身处真实环境中。 本研究的重点是比较 VR 酒店培训与现实世界的招待培训的效果。

本研究采用情境认知理论对情境变量（社交互动、位置和任务）的认识对学习和比较 VR 和现实世界实验环境中的旅游培训之间的学习成果进行实证检验。

结果表明, 位置和任务意识增强了认知吸收, 但社会意识不影响认知吸收。 在现实世界和 VR 环境中的训练之间没有显着差异。 最后, 认知吸收对心理模式改变（学习结果）有显著积极作用。

该结果通过在酒店培训中应用情境认知理论促进了对学习情境重要性的理论理解, 并对旨在成本、地点和时间限制内实现严谨和高效的培训具有重要意义。

This study examines how professional technicians' teaching styles and students' learning readiness affect cooking skills performance in culinary inheritance.

This study constructed a learning performance model from the situated cognition perspective using a sample of students at universities and vocational colleges on a professional technician course. A total of 4,000 questionnaires were mailed to students, of which 2,018 were returned.

Students regard technical professors as teaching experts and expect them to care for their learning, while professional technicians' knowledge sharing significantly increases students' learning performance. The findings provide insight into professional technicians' teaching styles for academics.

This study focuses on the situated cognition perspective and its correlation with students' learning performance and discusses professional technicians' knowledge sharing as an important influencing factor.

One major aspect of T.D. Wilson’s research has been his insistence on situating the investigation of information behaviour within the context of its occurrence Ö within the everyday world of work. The significance of this approach is reviewed in light of the notion of embodied cognition that characterises the evolving theoretical episteme in cognitive science research. Embodied cognition employs complex external props such as stigmergic structures and cognitive scaffoldings to reduce the cognitive burden on the individual and to augment human problem‐solving activities. The cognitive function of the classification scheme is described as exemplifying both stigmergic structures and cognitive scaffoldings. Two different but complementary approaches to the investigation of situated cognition are presented: cognition‐as‐scaffolding and cognition‐as‐infrastructure. Classification‐as‐scaffolding views the classification scheme as a knowledge storage device supporting and promoting cognitive economy. Classification‐as‐infrastructure views the classification system as a social convention that, when integrated with technological structures and organisational practices, supports knowledge management work. Both approaches are shown to build upon and extend Wilson’s contention that research is most productive when it attends to the social and organisational contexts of cognitive activity by focusing on the everyday world of work.

The purpose of this study was to explore the predictive role of personality and gender in cognitive adaptability of entrepreneurs. By using the theories of personality development, social learning, situated cognition and meta-cognition, a logical relationship between personality traits, gender difference and entrepreneurs’ cognitive adaptability was established.

Quantitative strategy and cross-sectional survey method was then deployed to empirically investigate the purposed relationships between variables of interest. Randomly selected 443 working entrepreneurs responded to the survey.

Factor analyzed structural equation modeling estimated cognitive adaptability as a second-order factor, with extroversion and neuroticism having a significant impact on cognitive adaptability. Multi-group moderation revealed a significant difference among females and males against the same two personality traits.

This study in its nature is the first attempt to link Big Five personality traits with cognitive adaptability of entrepreneurs.

Research in entrepreneurial cognition has called for a better understanding of interactions between contextual variables and cognitive processes. Based on previous work done on organizational learning and social networks, the purpose of this paper is to propose a formal model in which information acquisition, distribution and interpretation are tested as a function of cognition-based trust, perceived expertise and tie strength between organizational members in two different corporate entrepreneurship (CE) types.

The authors conduct a quantitative analysis based on network data in two companies located in India. Special procedures known as quadratic assignment procedure and multiple regression quadratic assignment procedure were used to run the correlations and multiple regressions, respectively. The authors complement this analysis with interviews and qualitative information to build a rich description in each of these cases.

The results indicate moderate support for the model. The evidence suggests that between both types of CE types, domain redefinition requires higher levels of tie strength, trust and perceived expertise. Sustained regeneration shows moderate significant results in tie strength, and cognition-based trust.

The authors combined insights on social network and organizational cognitive processes to analyze interactions between context and cognition. The authors were also able to compare two different companies. The authors found consistent results regarding tie strength, but the authors also found differences between both companies, which suggest that different CE types tend to require different dynamics between context and cognitive processes.

This paper discusses the lessons learned from applying a theoretical framework for the professional development of teachers. This framework draws three interrelated theoretical areas: constructivism, situated and distributed cognition, and communities of practice. We first present the theoretical ideas on which this framework is based and discuss two projects that were developed following the framework. We then discuss the lessons learned and present the implications for the design of online professional development. The values of commitment, innovation, assessment, evaluation, communication, and interaction that underpins successful online professional development projects are highlighted. It is argued that using technology by itself does not support professional development; however, using technology in ways that are consistent with constructivist learning, and recognizing that online professional communities of practice can contribute to professional growth is something worthwhile to explore.

This study investigates the role of source familiarity in moderating the effect of service adaptive behavior (SAB) on customer satisfaction. Applying the accessibility–diagnosticity framework and situated cognition theory as the theoretical basis, this research hypothesizes that when customers are familiar with the source that provides the service (i.e. brand familiarity for Study 1 and personal familiarity for Study 2), customer satisfaction responses to SAB would be more moderate than when customers are not familiar with the source. Two studies were conducted to test the hypotheses.

Two experiments manipulating SAB and the brand name familiarity (Study 1) and personal familiarity with the service staff (Study 2) as the source familiarity were conducted. Customer satisfaction as a function of source familiarity was measured to test the hypothesis that source familiarity moderates the relationship between SAB and customer satisfaction.

Compared to unfamiliar sources, familiar sources generated a more moderate response in customer satisfaction as a function of SAB. High familiarity with the brand and service staff induced top-down, memory-based processing that overrides external stimuli as the basis of satisfaction judgment; bottom-up, stimulus-based processing relying on SAB for judgment kicked in only when the source familiarity is low.

From a practical point of view, this study indicates the importance of SAB, especially for brands with low awareness, and alludes to the comparative importance of relationship building in service delivery processes.

This study contributes to the literature by validating the role of contextual factors in influencing the impact of SAB on customer satisfaction.