The Experts below are selected from a list of 53823 Experts worldwide ranked by ideXlab platform
Diane E Bailey - One of the best experts on this subject based on the ideXlab platform.
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transformational technologies and the creation of new work practices making Implicit Knowledge explicit in task based offshoring
Management Information Systems Quarterly, 2008Co-Authors: Paul M Leonardi, Diane E BaileyAbstract:Studies have shown the Knowledge transfer problems that arise when communication and storage technologies are employed to accomplish work across time and space. Much less is known about Knowledge transfer problems associated with transformational technologies, which afford the creation, modification, and manipulation of digital artifacts. Yet, these technologies play a critical role in offshoring by allowing the distribution of work at the task level, what we call task-based offshoring. For example, computer-aided engineering applications transform input like physical dimensions, location coordinates, and material properties into computational models that can be shared electronically among engineers around the world as they work together on analysis tasks. Digital artifacts created via transformational technologies often embody Implicit Knowledge that must be correctly interpreted to successfully act upon the artifacts. To explore what problems might arise in interpreting this Implicit Knowledge across time and space, and how individuals might remedy these problems, we studied a firm that sent engineering tasks from home sites in Mexico and the United States to an offshore site in India. Despite having proper formal education and ample tool skills, the Indian engineers had difficulty interpreting the Implicit Knowledge embodied in artifacts sent to them from Mexico and the United States. To resolve and prevent the problems that subsequently arose, individuals from the home sites developed five new work practices to transfer occupational Knowledge to the offshore site. The five practices were defining requirements, monitoring progress, fixing returns, routing tasks strategically, and filtering quality. The extent to which sending engineers in our study were free from having to enact these new work practices because on-site coordinators acted on their behalf predicted their perceptions of the effectiveness of the offshoring arrangement, but Indian engineers preferred learning from sending engineers, not on-site coordinators. Our study contributes to theories of Knowledge transfer and has practical implications for managing task-based offshoring arrangements.
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transformational technologies and the creation of new work practices making Implicit Knowledge explicit in task based offshoring
Social Science Research Network, 2008Co-Authors: Paul M Leonardi, Diane E BaileyAbstract:Studies have shown the Knowledge transfer problems that arise when communication and storage technologies are employed to accomplish work across time and space. Much less is known about Knowledge transfer problems associated with transformational technologies, which afford the creation, modification and manipulation of digital artifacts. Yet, these technologies play a critical role in offshoring by allowing the distribution of work at the task level, what we call task-based offshoring. For example, computer-aided engineering applications transform input like physical dimensions, location coordinates, and material properties into computational models that can be shared electronically among engineers around the world as they work together on analysis tasks. Digital artifacts created via transformational technologies often embody Implicit Knowledge that must be correctly interpreted to successfully act upon the artifacts. To explore what problems might arise in interpreting this Implicit Knowledge across time and space, and how individuals might remedy these problems, we studied a firm that sent engineering tasks from home sites in Mexico and the U.S. to an offshore site in India. Despite having proper formal education and ample tool skills, the Indian engineers had difficulty interpreting the Implicit Knowledge embodied in artifacts sent to them from Mexico and the U.S. To resolve and prevent the problems that subsequently arose, individuals from the home sites developed five new work practices to transfer occupational Knowledge to the offshore site. The five practices were defining requirements, monitoring progress, fixing returns, routing tasks strategically, and filtering quality. The extent to which sending engineers in our study were free from having to enact these new work practices because on-site coordinators acted on their behalf predicted their perceptions of the effectiveness of the offshoring arrangement, but Indian engineers preferred learning from sending engineers, not on-site coordinators. Our study contributes to theories of Knowledge transfer and has practical implications for managing task-based offshoring arrangements.
Daniel L. Schacter - One of the best experts on this subject based on the ideXlab platform.
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Implicit Knowledge new perspectives on unconscious processes
International Review of Neurobiology, 1994Co-Authors: Daniel L. SchacterAbstract:This chapter provides an overview of research that has documented and explored dissociations between explicit and Implicit Knowledge, focuses primarily on explicit/Implicit dissociations in patients with memory disorders and perceptual disorders, and discusses the analogous dissociations that were produced in the cognitive studies of normal, non-brain-damaged subjects. Although experience-induced changes in perceptual representation systems can provide a basis for facilitated identification of degraded words and objects, they do not provide access to the kind of contextual and associative information that is important for conscious recollection and that appears to depend on the hippocampus and related structures. Thus, priming and explicit remembering depend on different underlying memory systems. Whatever the ultimate theoretical account of Implicit/explicit dissociations might be, the fact that these phenomena can be observed in normal subjects as well as neurological populations indicates that they are not exotic or unusual symptoms that represent pathological consequences of brain damage.
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Implicit Knowledge: new perspectives on unconscious processes.
Proceedings of the National Academy of Sciences of the United States of America, 1992Co-Authors: Daniel L. SchacterAbstract:Abstract Recent evidence from cognitive science and neuroscience indicates that brain-damaged patients and normal subjects can exhibit nonconscious or Implicit Knowledge of stimuli that they fail to recollect consciously or perceive explicitly. Dissociations between Implicit and explicit Knowledge, which have been observed across a variety of domains, tasks, and materials, raise fundamental questions about the nature of perception, memory, and consciousness. This article provides a selective review of relevant evidence and considers such phenomena as priming and Implicit memory in amnesic patients and normal subjects, perception without awareness and "blindsight" in patients with damage to visual cortex, and nonconscious recognition of familiar faces in patients with facial-recognition deficits (prosopagnosia). A variety of theoretical approaches to Implicit/explicit dissociations are considered. One view is that all of the various dissociations can be attributed to disruption or disconnection of a common mechanism underlying conscious experience; an alternative possibility is that each dissociation requires a separate explanation in terms of domain-specific processes and systems. More generally, it is concluded that rather than reflecting the operation of affectively charged unconscious processes of the kind invoked by psychodynamic or Freudian theorists, dissociations between Implicit and explicit Knowledge are a natural consequence of the ordinary computations of the brain.
Paul M Leonardi - One of the best experts on this subject based on the ideXlab platform.
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transformational technologies and the creation of new work practices making Implicit Knowledge explicit in task based offshoring
Management Information Systems Quarterly, 2008Co-Authors: Paul M Leonardi, Diane E BaileyAbstract:Studies have shown the Knowledge transfer problems that arise when communication and storage technologies are employed to accomplish work across time and space. Much less is known about Knowledge transfer problems associated with transformational technologies, which afford the creation, modification, and manipulation of digital artifacts. Yet, these technologies play a critical role in offshoring by allowing the distribution of work at the task level, what we call task-based offshoring. For example, computer-aided engineering applications transform input like physical dimensions, location coordinates, and material properties into computational models that can be shared electronically among engineers around the world as they work together on analysis tasks. Digital artifacts created via transformational technologies often embody Implicit Knowledge that must be correctly interpreted to successfully act upon the artifacts. To explore what problems might arise in interpreting this Implicit Knowledge across time and space, and how individuals might remedy these problems, we studied a firm that sent engineering tasks from home sites in Mexico and the United States to an offshore site in India. Despite having proper formal education and ample tool skills, the Indian engineers had difficulty interpreting the Implicit Knowledge embodied in artifacts sent to them from Mexico and the United States. To resolve and prevent the problems that subsequently arose, individuals from the home sites developed five new work practices to transfer occupational Knowledge to the offshore site. The five practices were defining requirements, monitoring progress, fixing returns, routing tasks strategically, and filtering quality. The extent to which sending engineers in our study were free from having to enact these new work practices because on-site coordinators acted on their behalf predicted their perceptions of the effectiveness of the offshoring arrangement, but Indian engineers preferred learning from sending engineers, not on-site coordinators. Our study contributes to theories of Knowledge transfer and has practical implications for managing task-based offshoring arrangements.
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transformational technologies and the creation of new work practices making Implicit Knowledge explicit in task based offshoring
Social Science Research Network, 2008Co-Authors: Paul M Leonardi, Diane E BaileyAbstract:Studies have shown the Knowledge transfer problems that arise when communication and storage technologies are employed to accomplish work across time and space. Much less is known about Knowledge transfer problems associated with transformational technologies, which afford the creation, modification and manipulation of digital artifacts. Yet, these technologies play a critical role in offshoring by allowing the distribution of work at the task level, what we call task-based offshoring. For example, computer-aided engineering applications transform input like physical dimensions, location coordinates, and material properties into computational models that can be shared electronically among engineers around the world as they work together on analysis tasks. Digital artifacts created via transformational technologies often embody Implicit Knowledge that must be correctly interpreted to successfully act upon the artifacts. To explore what problems might arise in interpreting this Implicit Knowledge across time and space, and how individuals might remedy these problems, we studied a firm that sent engineering tasks from home sites in Mexico and the U.S. to an offshore site in India. Despite having proper formal education and ample tool skills, the Indian engineers had difficulty interpreting the Implicit Knowledge embodied in artifacts sent to them from Mexico and the U.S. To resolve and prevent the problems that subsequently arose, individuals from the home sites developed five new work practices to transfer occupational Knowledge to the offshore site. The five practices were defining requirements, monitoring progress, fixing returns, routing tasks strategically, and filtering quality. The extent to which sending engineers in our study were free from having to enact these new work practices because on-site coordinators acted on their behalf predicted their perceptions of the effectiveness of the offshoring arrangement, but Indian engineers preferred learning from sending engineers, not on-site coordinators. Our study contributes to theories of Knowledge transfer and has practical implications for managing task-based offshoring arrangements.
Showchin Lee - One of the best experts on this subject based on the ideXlab platform.
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integrating fuzzy data mining and fuzzy artificial neural networks for discovering Implicit Knowledge
Knowledge Based Systems, 2006Co-Authors: Mujung Huang, Yeelin Tsou, Showchin LeeAbstract:This study proposes a Knowledge discovery model that integrates the modification of the fuzzy transaction data-mining algorithm (MFTDA) and the Adaptive-Network-Based Fuzzy Inference Systems (ANFIS) for discovering Implicit Knowledge in the fuzzy database more efficiently and presenting it more concisely. A prototype was built for testing the feasibility of the model. The testing data are from a company's human resource management department. The results indicated that the generated rules (Knowledge) are useful in supporting the company to predict its employees' future performance and then assign proper persons for appropriate positions and projects. Furthermore, the convergence of ANFIS in the model was proven to be more efficient than a generic fuzzy artificial neural network.
Hilde Haider - One of the best experts on this subject based on the ideXlab platform.
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assumptions of the process dissociation procedure are violated in Implicit sequence learning
Journal of Experimental Psychology: Learning Memory and Cognition, 2019Co-Authors: Marius Barth, Christoph Stahl, Hilde HaiderAbstract:In Implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate Implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either Implicit or explicit Knowledge, avoiding to generate learned transitions requires controllable explicit sequence Knowledge. The PD approach yields separate estimates of explicit and Implicit Knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the Implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit Knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing Implicit Knowledge. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Response-effects trigger the development of explicit Knowledge.
Acta psychologica, 2019Co-Authors: Clarissa Lustig, Hilde HaiderAbstract:Abstract In Implicit learning, task-redundant response-effects can enhance the development of explicit Knowledge. Here, we investigated whether learning a fixed sequence of effects (stimuli occurring immediately after the participant's keypress, but are not mapped to the identity of the respective response) influence the development of explicit rather than Implicit Knowledge when these effects are afterwards mapped to the identity of the responses. We tested first, whether participants would learn a fixed sequence of effects in a serial reaction time task when these effects were not mapped to the identity of the responses. Next, we tested whether learning this effect sequence in advance would facilitate the development of explicit Knowledge about a contingently mapped sequence of responses. The results showed that participants acquired Implicit Knowledge when confronted with only the effect sequence. Moreover, the further findings suggest that learning the effect sequence in advance led to the development of primarily explicit Knowledge about a subsequently added response-location sequence. We interpret these results in light of the Unexpected-Event hypothesis: A sudden feeling of sense of agency is unexpected and triggers inference processes. PsycINFO classification codes: 2340, 2343
