What’s the Difference? Reconciling Knowledge Structure Concepts to Aid AI Development for Human-Machine Teaming

2020 ◽  
Vol 64 (1) ◽  
pp. 1110-1114
Author(s):  
Olivia B. Newton ◽  
Stephen M. Fiore
Keyword(s):  
Cognitive Abilities ◽  
Social Intelligence ◽  
Knowledge Structure ◽  
Knowledge Structures ◽  
Task Environment ◽  
Shared Knowledge ◽  
Integrate Theory ◽  
Conceptual Clarity ◽  
Computational Sciences ◽  
The Difference

A significant challenge for the development of artificial social intelligence for effective human-machine teams is defining the forms of artificial knowledge structures needed for machine agents to meaningfully engage in collaboration. Relevant to this, individual and shared knowledge structure concepts have been proposed across a variety of disciplines, resulting in a lack of conceptual clarity and impeding their operationalization for human-machine teaming. To reconcile conceptual differences across disciplines and enable the emergence of complex socio-cognitive abilities in machine agents, research is needed to integrate theory on the knowledge structures that underpin complex cognition. Toward this end, we survey research from the cognitive and computational sciences to develop a framework for the systematic application and evaluation of knowledge structure concepts for machine agents in teams. Our approach focuses on contextual factors, specifically the task environment structure and the situation temporality, that can help guide knowledge structure requirements for artificial social intelligence.

Effects of Social Intelligence on the Milgram Paradigm

1977 ◽  
Vol 40 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Peter M. Burley ◽  
John McGuinness
Keyword(s):  
Cognitive Abilities ◽  
Social Intelligence ◽  
Personality Differences ◽  
Electric Shocks ◽  
Temperament Traits ◽  
Male Subjects

The study examined the effects of social intelligence on the Milgram (1963) paradigm. 24 male subjects were commanded by the experimenter to administer electric shocks (simulated to appear real) to a confederate. Social intelligence as measured significantly mediated the degree to which subjects were prepared to obey the experimenter's commands and inflict suffering on another. The finding was interpreted as suggesting that broader personality differences relating to obedience-disobedience and altruistic acts, such as alleviating the plight of a suffering victim, are more likely to be found in the realm of cognitive abilities than with traditional temperament traits.

scholarly journals Cooperation and the evolution of intelligence

2012 ◽  
Vol 279 (1740) ◽  
pp. 3027-3034 ◽  
Author(s):  
Luke McNally ◽  
Sam P. Brown ◽  
Andrew L. Jackson
Keyword(s):  
Decision Making ◽  
Social Interactions ◽  
Cognitive Abilities ◽  
Artificial Neural Network Model ◽  
Social Intelligence ◽  
Arms Race ◽  
Selection Pressures ◽  
Social Intelligence Hypothesis ◽  
The Social ◽  
Selection For

The high levels of intelligence seen in humans, other primates, certain cetaceans and birds remain a major puzzle for evolutionary biologists, anthropologists and psychologists. It has long been held that social interactions provide the selection pressures necessary for the evolution of advanced cognitive abilities (the ‘social intelligence hypothesis’), and in recent years decision-making in the context of cooperative social interactions has been conjectured to be of particular importance. Here we use an artificial neural network model to show that selection for efficient decision-making in cooperative dilemmas can give rise to selection pressures for greater cognitive abilities, and that intelligent strategies can themselves select for greater intelligence, leading to a Machiavellian arms race. Our results provide mechanistic support for the social intelligence hypothesis, highlight the potential importance of cooperative behaviour in the evolution of intelligence and may help us to explain the distribution of cooperation with intelligence across taxa.

Interdisciplinary Models and Frameworks for the Study of Artificial Social Intelligence

2021 ◽  
Vol 65 (1) ◽  
pp. 658-659
Author(s):  
Stephen M. Fiore
Keyword(s):  
Social Cognition ◽  
Research And Development ◽  
Interdisciplinary Research ◽  
Social Intelligence ◽  
Research Approach ◽  
Interpersonal Interactions ◽  
Collaborative Processes ◽  
Integrate Theory ◽  
Complementary Set ◽  
Organizational Sciences

This symposium provides a complementary set of papers exploring frameworks and models for developing artificial social intelligence (ASI) for teams. ASI consists of components of social cognition that support teamwork and more general interpersonal interactions. Although AI is rapidly evolving and fielded in a variety of operational settings, the implementation of such systems is vastly outpacing our ability to understand how to design and develop technologies appropriately. This symposium is meant to help redress this gap. Consisting of scholars representing the cognitive, computational, and organizational sciences, the papers discuss how they integrate theory and methods to inform development of agents capable of complex collaborative processes. Collectively, these papers synthesize perspectives across disciplines in support of an interdisciplinary research approach for ASL The goal is to contribute to research and development in the area of Human- AI- Robot Teaming effectiveness.

Effects of Stories and Checklist Decision Aids on Knowledge Structure Development and Auditor Judgment

2017 ◽  
Vol 32 (2) ◽  
pp. 1-24 ◽  
Author(s):  
James L. Bierstaker ◽  
Denise Hanes-Downey ◽  
Jacob M. Rose ◽  
Jay C. Thibodeau
Keyword(s):  
Knowledge Management ◽  
Decision Aids ◽  
Knowledge Structure ◽  
Knowledge Structures ◽  
Management Systems ◽  
Professional Judgment ◽  
Structure Development ◽  
Auditor Judgment ◽  
Audit Firms ◽  
Training Materials

ABSTRACT The purpose of this paper is to compare the usefulness of a story versus traditional checklist decision aids for enhancing knowledge structure development and for improving the judgments of auditors related to fraud risks. The results from the first experiment indicate that novice participants who read stories develop knowledge structures that more closely resemble the knowledge structures of experts than do participants who read checklists. The second experiment reveals that auditors who read stories make judgments more like experts than do auditors who use checklists. The findings demonstrate that stories may have the capacity to train auditors and improve their judgments. Audit firms constantly seek methods to improve auditors' knowledge and judgments, and our findings suggest opportunities for firms to employ fraud stories to enhance knowledge of fraud and improve professional judgment. This study's results hold important implications for the design of training materials, decision aids, and knowledge management systems.

The Impact of Social Capital, Managerial Human Capital and Managerial Knowledge Structure on Firm Performance

2019 ◽  
Vol 10 (3) ◽  
pp. 95-113
Author(s):  
Abdulkareem Salameh Awwad ◽  
Mamoun Nadim Akroush ◽  
Majdy Issa Zuriekat ◽  
Yassir Yahya Al Masoudi
Keyword(s):  
Social Capital ◽  
Human Capital ◽  
Firm Performance ◽  
Structural Equation ◽  
Knowledge Structure ◽  
Knowledge Structures ◽  
Equation Modeling ◽  
Telecommunications Sector ◽  
Managerial Knowledge ◽  
The Impact

This article aims to examine the relationships between external and internal social capital, managerial human capital, and managerial knowledge structures, respectively. It also examines the effect of managerial human capital and managerial knowledge structures on firm performance in the telecommunications sector in Jordan. A questionnaire was distributed to 250 managers in the telecommunications sector in Jordan. Utilizing structural equation modeling, it was found that external social capital has a positive significant effect on internal social capital and managerial human capital. Internal social capital has positively and significantly affected managerial knowledge structures. Furthermore, both managerial human capital and managerial knowledge structure had affected firm performance positively. As technology is expanding in this sector, relevant knowledge and information is becoming a source of competitive advantage, thus managers in this sector should build beneficial ties that might enhance human resources' capabilities that benefit the decision-making processes.

scholarly journals Linking ecology and cognition: does ecological specialisation predict cognitive test performance?

2020 ◽  
Vol 74 (12) ◽  
Author(s):  
Johanna Henke-von der Malsburg ◽  
Peter M. Kappeler ◽  
Claudia Fichtel
Keyword(s):  
Cognitive Performance ◽  
Test Performance ◽  
Cognitive Abilities ◽  
Social Intelligence ◽  
Brain Size ◽  
Relevant Literature ◽  
Interspecific Variation ◽  
Habitat Characteristics ◽  
Cognitive Test ◽  
Ecological Processes

AbstractVariation in cognitive abilities is thought to be linked to variation in brain size, which varies across species with either social factors (Social Intelligence Hypothesis) or ecological challenges (Ecological Intelligence Hypothesis). However, the nature of the ecological processes invoked by the Ecological Intelligence Hypothesis, like adaptations to certain habitat characteristics or dietary requirements, remains relatively poorly known. Here, we review comparative studies that experimentally investigated interspecific variation in cognitive performance in relation to a species’ degree of ecological specialisation. Overall, the relevant literature was biased towards studies of mammals and birds as well as studies focusing on ecological challenges related to diet. We separated ecological challenges into those related to searching for food, accessing a food item and memorising food locations. We found interspecific variation in cognitive performance that can be explained by adaptations to different foraging styles. Species-specific adaptations to certain ecological conditions, like food patch distribution, characteristics of food items or seasonality also broadly predicted variation in cognitive abilities. A species’ innovative problem-solving and spatial processing ability, for example, could be explained by its use of specific foraging techniques or search strategies, respectively. Further, habitat generalists were more likely to outperform habitat specialists. Hence, we found evidence that ecological adaptations and cognitive performance are linked and that the classification concept of ecological specialisation can explain variation in cognitive performance only with regard to habitat, but not dietary specialisation.

When Critical Knowledge Is Most Critical

2011 ◽  
Vol 42 (6) ◽  
pp. 669-699 ◽  
Author(s):  
Siyuan Huang ◽  
Jonathon N. Cummings
Keyword(s):  
Team Performance ◽  
Negative Relationship ◽  
Knowledge Structure ◽  
Knowledge Structures ◽  
Multinational Organization ◽  
Know How ◽  
Critical Knowledge ◽  
Group Research ◽  
Single Person ◽  
Knowledge Intensive

Knowledge-intensive teams rely on the task-relevant knowledge held by members to perform effectively. In this article, we focus on critical knowledge, defined as the most influential information, know-how, or feedback that contributes directly to task outcomes. From a social network perspective, the critical knowledge structure in a team can be defined by who shares critical knowledge with whom. In a highly centralized critical knowledge structure, everyone shares critical knowledge with a single person on the team. Alternatively, in a highly decentralized critical knowledge structure, critical knowledge is shared evenly across members of the team. Drawing from small group research and network theory, we theorize about critical knowledge structures in teams and make hypotheses regarding the consequences of centralized critical knowledge structures for executive-rated team performance. Data analyses from a field study of 177 teams in a multinational organization indicate support for our theory that centralized critical knowledge structures are negatively related to executive-rated team performance. Furthermore, the negative relationship is exacerbated when (a) business unit diversity on the team is greater, and (b) critical knowledge shared in the team is exploratory rather than exploitative.

Does Sharing the Same Class in School Improve Cognitive Abilities of Twins?

2007 ◽  
Vol 10 (4) ◽  
pp. 573-580 ◽  
Author(s):  
Dinand Webbink ◽  
David Hay ◽  
Peter M. Visscher
Keyword(s):  
Cognitive Abilities ◽  
School Environment ◽  
Test Scores ◽  
Same Sex ◽  
Language Performance ◽  
School Based ◽  
Opposite Sex ◽  
The Difference ◽  
Unobserved Effects ◽  
Class Assignment

AbstractThis article analyzes the effect of classroom separation of twins on their cognitive abilities, measured at different ages in Dutch primary education. We use a large longitudinal school-based sample of twins and their classmates. The analysis tries to reduce the bias by unobserved factors due to the nonrandom assignment of twins by taking into account differences in school environment, previous test scores and variation in class assignment between years. We find that classroom separation matters for language in Grade 2. Nonseparated twins score higher on language, and the difference is larger for same-sex pairs. This finding is robust for various methods that take unobserved effects into account. In addition, there is some evidence for higher scores in arithmetic in Grade 2. For the higher grades we find no effect of classroom separation on cognitive ability. In the analysis of the effect of a separation of at least 3 years we find that separation increases language performance between Grade 6 and 8 for opposite-sex pairs.

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