The relationship between cognitive complexity and paradoxical effects in stereotype suppression

2014 ◽  
Author(s):  
Mana Yamamoto ◽  
Takashi Oka
Keyword(s):  
Cognitive Complexity ◽  
Stereotype Suppression ◽  
Paradoxical Effects ◽  
The Relationship

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2011 ◽  
Vol 3 (4) ◽  
pp. 33-53
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

A Sociotechnical Systems Model of Organizational Complexity and Design and its Relation to Employee Cognitive Complexity

2009 ◽  
Vol 53 (16) ◽  
pp. 1028-1032 ◽  
Author(s):  
Hal W. Hendrick
Keyword(s):  
Systems Theory ◽  
Cognitive Complexity ◽  
Organizational Design ◽  
Sociotechnical Systems ◽  
Organizational Complexity ◽  
Systems Model ◽  
Relationship Of ◽  
The Relationship

The Sociotechnical model of organizational complexity is described, including its implications for organizational design, based on the Macroergonomic Analysis of Structure method. The nature of cognitive complexity and the relationship of employee complexity to organizational complexity are summarized, including stratified systems theory and empirical examples from the author's consulting and research.

The Development of Moral Behavior: Continuities and Discontinuities

1980 ◽  
Vol 3 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Michael Chandler ◽  
Michael Siegel ◽  
Michael Boyes
Keyword(s):  
Cognitive Complexity ◽  
Moral Dilemma ◽  
Structural Complexity ◽  
Moral Dilemmas ◽  
Joint Product ◽  
Development Level ◽  
Behavioral Choices ◽  
Rules And Principles ◽  
Research Findings ◽  
The Relationship

A conceptual framework and supporting research findings are presented which are intended to contribute to a better understanding of the relationship between moral judgment and moral action. A transactional model, based in part upon the earlier work of Piaget, is outlined. Within this framework, the outcome of moral deliberation is viewed as the joint product of an individual's current level of cognitive complexity and the structural complexity of the moral dilemma which he or she must arbitrate. In this context cognitive development level is assumed to predict concrete behavioral choices whenever individuals are at least as complex as are the moral alternatives which confront them. In order to test this hypothesis, children at three levels of conceptual maturity were presented with six dilemmas, representing all pairwise combinations of rituals, rules and principles, and were required to formulate specific plans of action to resolve these conflicts. The results are consistent with the hypothesis and show a significant interaction between the structural complexity of moral dilemmas and cognitive complexity of persons who attempt to resolve them.

Personality Type and Cognitive Style

1987 ◽  
Vol 60 (3) ◽  
pp. 959-964 ◽  
Author(s):  
Julia Ferguson ◽  
Cove Fletcher
Keyword(s):  
Cognitive Control ◽  
Cognitive Style ◽  
Undergraduate Students ◽  
Cognitive Complexity ◽  
Verbal Ability ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
Female Undergraduate ◽  
Type Indicator ◽  
The Relationship

Examined the relationship between cognitive style and personality type as measured by the Myers-Briggs Type Indicator. 31 male and 46 female undergraduate students completed the Indicator and several cognitive instruments including a memory scale, measures of cognitive complexity and integration, verbal ability, and selective attention and recall. Correlational analysis showed there to be significant variations in cognitive style with different preferences on the Indicator. Although conclusions can only be tentative, feeling types tended to be better at verbal-based tests, whereas perceiving types tended to be better at tasks requiring cognitive control and attention.

De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2

2004 ◽  
Vol 72 ◽  
pp. 23-32 ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Second Language ◽  
University Students ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
Cognitive Task ◽  
Linguistic Performance ◽  
L2 Development ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

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