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| 3. |
- Allwood, Carl Martin, et al.
(author)
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Social and creative decision making
- 2001
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In: Decision making: Social and creative dimensions. - 0792368622 ; , s. 3-11
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Book chapter (other academic/artistic)abstract
- In this introductory chapter the authors summarize the chapters in the book by identifying and describing a number of dimensions on which the various chapters, and descriptions of decision making processes more generally, can be located. These dimensions include: individual or institutional perspective, theoretical tradition, theoretical or empirical focus and types of creative aspects of the decision making process and the decision product elucidated.
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| 4. |
- Hedelin, Lisbeth, et al.
(author)
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Managers’ strategic decision processes in large organizations
- 2001
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In: Decision making: Social and creative dimensions. - 0792368622 ; , s. 259-280
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Book chapter (other academic/artistic)abstract
- In this study we investigated how managers make strategical decisions in complex, dynamic, and real-time environments and in different decision domains. The managers we interviewed were usually ‘in charge’ of the tasks. Our results show that the informants in the decision processes communicated with other persons, within and outside the organization, about the decision alternative/s and that these communications contributed to the construction of the decision alternatives. In addition, more than a quarter of our informants thought that selling-in (our translation of the Swedish word “förankring”) was the most difficult part of the decision process.
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| 5. |
- Hemlin, Sven, 1948, et al.
(author)
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What is a creative knowledge environment?
- 2004
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In: Creative knowledge environments. The influences on creativity in research and innovation.. - Cheltenham, UK : Elgar Publishers.. - 1843765187 ; , s. 1-28, s. 1-28
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Book chapter (other academic/artistic)
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| 6. |
- Martin, Ben R., et al.
(author)
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Conclusions: How to stimulate creative knowledge environments
- 2004
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In: Creative knowledge environments. - 1843765187 ; , s. 193-220
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Book chapter (other academic/artistic)abstract
- In this chapter, we first elaborate on the discussion of the nature of CKEs that has taken place in the previous chapters in the book. Secondly, we summarise the main lessons we have learnt about CKEs from the studies reported in this book. Thirdly, we identify and analyse what circumstances and conditions promote creativity in organisations and which ones hinder it. We also identify some of the main policy implications of our findings. Finally, we end by pointing to six issues on which further research is needed.
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| 7. |
- Agerström, Jens, et al.
(author)
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The influence of temporal distance on justice and care morality
- 2010
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In: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 51, s. 46-55
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Journal article (peer-reviewed)abstract
- The primary goal of this study was to examine whether changes in the temporal distance of a moral dilemma affect how it is perceived and subsequently resolved. Based on Construal Level Theory (Trope & Liberman, 2003), it was predicted that the relative weight of abstract justice features should increase and the relative weight of concrete care features should decrease with temporal distance. The results showed that females became increasingly justice-oriented with greater temporal distance. However, this was not the case for males who were unaffected by temporal distance. This interaction was conceptually replicated in a follow-up experiment in which abstraction was manipulated directly by a mindset manipulation. The present results suggest that temporal distance is a contextual factor that can alter the extent to which moral judgments and reasoning are based on justice and care, although this effect seems to be moderated by gender.
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| 8. |
- Sarwar, Farhan, et al.
(author)
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Effects of communication with non-witnesses on eyewitnesses' recall correctness and meta-cognitive realism
- 2011
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In: Applied Cognitive Psychology. - Chichester : John Wiley & Sons. - 0888-4080 .- 1099-0720. ; 25:5, s. 782-791
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Journal article (peer-reviewed)abstract
- In forensic contexts it is common that witnesses retell and discuss the experienced event many times. It is of forensic importance to understand how this influences memory and meta-memory. Eighty-nine participants viewed a short film and were assigned to one of four conditions: (1) Laboratory discussion (five discussions of the event with a confederate), (2) Family discussion (five discussions of the event with a family member), (3) Retell (five retellings of the event) and (4) Control. Three weeks later participants gave an open free recall, and then 3 days later confidence judged the recalled information. The results showed significant differences between the four conditions on number of correct items, incorrect items, accuracy, confidence and calibration. The results suggest that discussion of an experienced event may reduce some of the beneficial memory and meta-memory effects caused by mere retelling, but may have no great negative effects compared to a control condition.
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| 9. |
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| 10. |
- Dahl, Mats, et al.
(author)
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Old and very old adults as witnesses: event memory and metamemory
- 2015
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In: Psychology, Crime and Law. - 1477-2744 .- 1068-316X. ; 21:8, s. 764-775
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Journal article (peer-reviewed)abstract
- Older people constitute an important category of eyewitnesses. Episodic memory performance in older persons is poorer than in younger adults, but little research has been made on older persons' metacognitive judgments. Since more persons of advanced age will likely be called upon as witnesses in coming years, it is critical to characterize this population's metacognitive abilities. We compared event memory metacognition in old adults (66-year-old, n = 74) to very old adults (87 or 90 years old, n = 55). Participants were tested on their memory of a film, using questions with two answer alternatives and the confidence in their answer. As expected, the very old group had a lower accuracy rate than the old group (d = 0.59). The very old group, however, monitored this impairment, since their over-/underconfidence and calibration did not differ from the old group but they displayed a poorer ability to separate correct from incorrect answers (discrimination ability). Possibly, the very old group was able to monitor the level of their over-/underconfidence because they applied general self-knowledge about their memory skills. In contrast, the discrimination of correct from incorrect answers may be more dependent on ability to attend to the features of each retrieved memory.
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