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This paper conceives of Hayek's overall project as presenting a theory of sociocognition, explication of which has a two-fold purpose: (1) to locate Hayek within the non-Cartesian tradition of cognitive science, and (2) to show how Hayek's philosophical psychology infuses his social theory.

Given managerial choices and the sociocultural context in which they are made are at the heart of management history, then an understanding of both is critical. This paper argues that the “late” North (2005) provides such an understanding.

This study is a research review synthesizing much disparate but cognate literature across the new institutionalism in organizational sociology/studies and in economics.

“Late” North (2005) provides an important ontological frame for dealing with the so-called “paradox of embedded agency”, an approach that may afford management historians a more thorough account of how institutions are formed and change over time. North has always maintained that institutional change is the outcome of deliberate or intentional choices made by actors. However, and unlike his earlier work which ignores how humans come to make the said choices, North (2005) explicates the sociocognitive process by which intentionality emerges with expanded consciousness, as humans construct ideas and beliefs about reality, beliefs that shape decisions to alter the said reality via the process of institutional change.

It is rather curious that despite North’s status as a “historian”, management historians – or at least those publishing in this journal from its founding in 1995 – do not seem to be terribly interested in North’s work. Although North rates a mention in rival journals, other than Dagnino and Quattrone’s (2006) study, papers in this journal invoking institutional theory align with the new institutionalism in organizational sociology/studies (NIOS) rather than North’s new institutional economics (NIE). Even in the related sub-discipline of business history, those professing an interest in institutions are more interested in the NIE of non-historians Coase and Oliver Williamson than they are in North’s NIE. And, in recent work analysing the place and significance of institutional theory in historical research, the foundations are unmistakeably NIOS rather than North’s NIE.

Mental model convergence occurs as team members interact. By collecting information and observing behaviors through their interactions, team members’ individual mental models evolve into shared mental models. This process requires a cognitive shift in an individual's focal level. Specifically, the individual assigned to the team must shift his or her focus from thinking about the team domain using an individual perspective to thinking about it from a team perspective. Thus, mental model convergence may be the key to understanding how individuals are transformed into team members. This chapter presents a framework describing the mental model convergence process that draws on the extant research on group development and information processing. It also examines temporal aspects of mental model convergence, the role of mental model contents on the convergence process, and the relationship between converged mental models and team functioning. Preliminary evidence supporting the framework and the important role that converged mental models play in high-performing teams is provided. The chapter concludes with a discussion of the implications of this mental model convergence framework for research and practice.

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.

Within the organizational literature, the emphasis on group performance has tended to overshadow issues of group composition and structure. In this chapter we urge group scholars to turn their attention to the topic of hierarchy in organizational groups. We focus on hierarchy as defined by both status and power. We propose that understanding how organizational groups resolve conflicts, make decisions, and ultimately perform, must stem from an understanding of the hierarchical structure in the team. Hierarchy imposes constraints on group interactions and should therefore be more central in our frameworks, theories, and research. We look at three areas that could benefit from bringing a hierarchical perspective to the forefront: (1) Information exchange and discussion biases in group decision making, (2) The study of conflict management and negotiation, and (3) Creativity and effectiveness in diverse teams.

Early efforts in the study of groups had an inherently temporal dimension, notably work on group dynamics and the related study of phases in group problem solving. Not surprisingly, the majority of work linking time to groups has focused on team development. By contrast, work on team performance has tended to take the form Input-Process-Output, in which the passage of time is implied. There is rarely a discussion of how processes might be affected by timing. We suggest ways in which the two literatures might be brought together. We review models of group development and group performance, propose ways in which temporal issues can be integrated into performance models, and conclude by raising questions for future theory and empirical investigation.

Social and task groups need a few high-status members who can be leaders and trend setters, and many more lower-status members who can follow and contribute work without challenging the group's direction (Caporael (1997). Personality and Social Psychology Review, 1, 276–298; Caporael & Baron (1997). In: J. Simpson, & D. Kenrick (Eds), Evolutionary social psychology (pp. 317–343). Hillsdale, NJ: Lawrence Erlbaum; Brewer (1997). In: C. McGarty, & S.A. Haslam (Eds), The message of social psychology: Perspectives on mind in society (pp. 54–62). Malden, MA: Blackwell). When groups come together without a priori status differentiation, a status hierarchy must be implemented; however, if the new members are too homogeneously status seeking, then it is not clear what will result. We argue that hierarchy will develop even in uniformly status-seeking groups, and that the social context and members’ relational characteristics – specifically, the degree to which they are group oriented rather than self-serving – will predict which status seekers succeed in gaining status. We discuss why and how a “status sorting” process will occur to award status to a few members and withhold it from most, and the consequences of this process for those who are sorted downward.

In this chapter, we develop a theoretical model of group splits, culture shifts, and creativity in diverse groups. This model explains how the strength of informational faultlines can elicit a culture shift from a desired to an actual culture of creativity in a team, which then might differentially influence team creativity and group performance. We further argue that subgroup support and team creative efficacy may enhance the interaction of informational faultlines with a desired culture of creativity to facilitate the shift toward an actual culture of creativity. We also discuss future research directions and practical implications for stimulating creative behaviors in organizations.

The purpose of this study was to investigate the relationship between the elements of psychotherapists’ informal education and features of concept maps reflecting the properties of thinking structure.

To study the structure of professional thinking, a complex diagnostic task (computer-aided conceptual mapping task) was used. The diagnostic task consisted of categorising the client’s statements, presenting relations between the categories and concept maps accounting for problems reported by the client and contributing factors and links between them.

The obtained results showed that self-education, through participation in scientific conferences and attending training courses, was significantly associated with the number of perceived causal relationships between categories and the number of perceived reciprocal links between conceptual categories.

This research show factors which may contribute to more reliable case conceptualisation in psychotherapy. The method used to measure integrative complexity was original.

This paper aims to test the influence of external information search (EIS) on knowledge elaboration and group cognitive complexity (GCC) under the moderating effect of absorptive capacity (AC is indicated by prior knowledge base and gender diversity).

The results of three studies (one field study and two experimental studies) are reported. The first study tests the interaction between EIS and the two dimensions of AC on group knowledge elaboration in a sample of 65 organizational groups. In the second study, EIS was directly manipulated and the interaction with AC in a sample of 65 groups was tested. In the last experimental study, the AC of the boundary spanner (highest level of expertise versus lowest level of expertise) was manipulated and the effects of EIS in a sample of 37 groups were tested.

The first study reveals a significant interaction between EIS and prior knowledge base on knowledge elaboration and points toward a compensatory interplay of EIS and AC on GCC. The results of the second study indicate that EIS increases the time spent on task, as well as the efficiency of knowledge integration (GCC per unit of time). Furthermore, EIS has the strongest positive effect on GCC in groups in which at least one of the AC dimensions is average or high. The results of the last study show that the AC of the boundary spanner compensates for the lack of absorptive capacity of the group and also show that the cognitive distance between the boundary spanner and the rest of the group has a negative influence on the efficiency of knowledge integration in groups.

The limitations of Study 1, common to non-experimental research (related to causality), are dealt with in the second and third studies that establish causality between EIS and GCC.

The paper has important implications for the management of information search effort in organizational groups, in particular the groups are advised to: engage in EIS to increase their cognitive repertoire and cognitive complexity, delegate, when possible, their most competent members to engage in boundary spanning activities as they will maximize the cognitive benefits of EIS and finally minimize the cognitive dissimilarity between the boundary spanner and the rest of the group to facilitate the effective integration of novel insights into the group cognition.

This study is among the first empirical attempts to uncover the causal effect of EIS on knowledge elaboration and GCC in groups and to uncover the role of the boundary spanner in the EIS efforts.