scholarly journals The Diversity Gap: When Diversity Matters for Knowledge

2021 ◽  
pp. 174569162110060
Author(s):  
Justin Sulik ◽  
Bahador Bahrami ◽  
Ophelia Deroy
Keyword(s):  
Collective Intelligence ◽  
Hypothesis Generation ◽  
Problem Posing ◽  
Cognitive Diversity ◽  
Problem Complexity ◽  
Quantitative Evidence ◽  
Null Effect ◽  
Negative Effect ◽  
Creative Problem ◽  
Political Value

Can diversity make for better science? Although diversity has ethical and political value, arguments for its epistemic value require a bridge between normative and mechanistic considerations, demonstrating why and how diversity benefits collective intelligence. However, a major hurdle is that the benefits themselves are rather mixed: Quantitative evidence from psychology and behavioral sciences sometimes shows a positive epistemic effect of diversity, but often shows a null effect, or even a negative effect. Here we argue that to make progress with these why and how questions, we need first to rethink when one ought to expect a benefit of cognitive diversity. In doing so, we highlight that the benefits of cognitive diversity are not equally distributed about collective intelligence tasks and are best seen for complex, multistage, creative problem solving, during problem posing and hypothesis generation. Throughout, we additionally outline a series of mechanisms relating diversity and problem complexity, and show how this perspective can inform metascience questions.

scholarly journals The Diversity Gap: when diversity matters for knowledge

2021 ◽  
Author(s):  
Justin Sulik ◽  
Bahador Bahrami ◽  
Ophelia Deroy
Keyword(s):  
Collective Intelligence ◽  
Problem Posing ◽  
Cognitive Diversity ◽  
Problem Complexity ◽  
Quantitative Evidence ◽  
Null Effect ◽  
Multi Stage ◽  
Negative Effect ◽  
Creative Problem ◽  
Political Value

Can diversity make for better science? Although diversity has ethical and political value, arguments for its epistemic value require a bridge between normative and mechanistic considerations, demonstrating why and how diversity benefits collective intelligence. However, a major hurdle is that the benefits themselves are rather mixed: quantitative evidence from psychology and behavioral sciences sometimes shows a positive epistemic effect of diversity, but often shows a null effect, or even a negative effect. Here we argue that, in order to make progress with these why and how questions, we need first to rethink when one ought to expect a benefit of cognitive diversity. In doing so, we highlight that the benefits of cognitive diversity are not equally distributed about collective intelligence tasks, and are best seen for complex, multi-stage, creative problem solving, during problem posing and hypothesis generation. Throughout, we additionally outline a series of mechanisms relating diversity and problem complexity, and show how this perspective can inform meta-science questions.

CREATIVE PROBLEM POSING IN GEOMETRY: THE ROLE OF GEOMETRICAL FIGURE APPREHENSION

2021 ◽  
Author(s):  
Panagiotis Gridos ◽  
Evgenios Avgerinos ◽  
Joanna Mamona-Downs ◽  
Roza Vlachou
Keyword(s):  
Problem Posing ◽  
Geometrical Figure ◽  
Creative Problem

scholarly journals Cognitive diversity promotes social learning - but only when cognitive differences are obscured

2021 ◽  
Author(s):  
Douglas Guilbeault ◽  
Austin van Loon ◽  
Katharina Lix ◽  
Amir Goldberg ◽  
Sameer Srivastava
Keyword(s):  
Social Learning ◽  
Collective Intelligence ◽  
Social Identities ◽  
Cognitive Diversity ◽  
Experimental Paradigm ◽  
Complex Interplay ◽  
Cognitive Differences ◽  
Similarities And Differences ◽  
Creativity And Innovation ◽  
Focal Issue

Cognitive diversity is often assumed to catalyze creativity and innovation by promoting social learning. Yet the learning benefits of cognitive diversity often fail to materialize. Why does cognitive diversity promote social learning in some contexts but not in others? We propose that the answer partly lies in the complex interplay between cognitive diversity and cognitive homophily: The likelihood of individuals learning from one another, and thus changing their views about a substantive issue, depends crucially on whether they are aware of the cognitive similarities and differences that exist between them. When social identities and cognitive associations about concepts related to a focal issue are obscured, we theorize that cognitive diversity will promote social learning by exposing people to novel ideas. When cognitive diversity is instead made salient, we anticipate that a cognitive homophily response is activated that extinguishes cognitive diversity’s learning benefits---even when social identity cues and other categorical distinctions are suppressed. To evaluate these ideas, we introduce a novel experimental paradigm and report the results of four pre-registered studies (N=1,325) that lend support to our theory. We discuss implications for research on social influence, collective intelligence, and cognitive diversity in groups.

Leadership and the wisdom of crowds: how to tap into the collective intelligence of an organization

2016 ◽  
Vol 44 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Kurt Matzler ◽  
Andreas Strobl ◽  
Franz Bailom
Keyword(s):  
Decision Making ◽  
Leadership Styles ◽  
Design Methodology ◽  
Collective Intelligence ◽  
Peer Pressure ◽  
Wisdom Of Crowds ◽  
Cognitive Diversity ◽  
Content Type ◽  
The Wisdom Of Crowds

Purpose – Under certain conditions, a mass of people can be smarter than the best expert – even if the expert is part of the group. In this paper we show how leaders can improve decision making by tapping into the collective intelligence of their organization. Design/methodology/approach – Based on James Surowiecki’s four conditions of collective intelligence (cognitive diversity, independence, utilization of decentralized knowledge, and effective aggregation of dispersed knowledge), we discuss how leaders can tap into the wisdom of the crowd of their organizations. Findings – We show how leaders can increase cognitive diversity in decision making, access decentralized knowledge in their organizations, encourage individuals to contribute their knowledge without interference from peer pressure, conformity or influence from superiors, and how knowledge can effectively be aggregated to make wiser decisions. Originality/value – While various tools exist to reap the collective intelligence of a group, we argue that leaders also must change their attitudes and leadership styles. Using evidence from various studies and several examples we show what leaders can do to make smarter decisions.

scholarly journals DEMOCRACY ISN'T THAT SMART (BUT WE CAN MAKE IT SMARTER): ON LANDEMORE'S DEMOCRATIC REASON

Episteme ◽  
2016 ◽  
Vol 14 (2) ◽  
pp. 161-175 ◽  
Author(s):  
Aaron Ancell
Keyword(s):  
Decision Procedure ◽  
Group Performance ◽  
Collective Intelligence ◽  
Decision Procedures ◽  
Recent Book ◽  
Cognitive Diversity ◽  
Individual Ability ◽  
The Individual ◽  
Average Individual ◽  
Better Than

AbstractIn her recent book, Democratic Reason, Hélène Landemore argues that, when evaluated epistemically, “a democratic decision procedure is likely to be a better decision procedure than any non-democratic decision procedures, such as a council of experts or a benevolent dictator” (p. 3). Landemore's argument rests heavily on studies of collective intelligence done by Lu Hong and Scott Page. These studies purport to show that cognitive diversity – differences in how people solve problems – is actually more important to overall group performance than average individual ability – how smart the individual members are. Landemore's argument aims to extrapolate from these results to the conclusion that democracy is epistemically better than any non-democratic rival. I argue here that Hong and Page's results actually undermine, rather than support, this conclusion. More specifically, I argue that the results do not show that democracy is better than any non-democratic alternative, and that in fact, they suggest the opposite – that at least some non-democratic alternatives are likely to epistemically outperform democracy.

scholarly journals Creative Problem Posing Activity (CPPA): A New Approach for Evaluating Creative Thinking Abilities in Mathematics

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Dr. Onder Koklu
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Problem Posing ◽  
New Approach ◽  
Creative Problem ◽  
Mathematical Problem Posing ◽  
The Relationship ◽  
New Scoring ◽  
Research Show

The purpose of this study is to analyze a new measurement method in the examination of the creative thinking abilities of prospective mathematics teachers. CPPA (Creative Problem Posing Activity) is a method that is revealed with the aim of measuring the creativity of teacher candidates in mathematical problem posing. CPPA has made it possible for the teacher candidates to measure creativity components of individual mathematical creativity (fluency, flexibility, originality) separately by establishing a new scoring scheme. With participating 305 mathematics teacher candidates, this research has revealed the relationship between CPPA performances and TTCT (Torrance Creative Thinking Test) performances of teacher candidates. The findings of the research show a statistically significant relationship between teacher candidates' scores on the Torrance Test of Creative Thinking (TTCT) and their scores on the CPPA.

scholarly journals Natural disasters, PC supply chain and corporate performance

2018 ◽  
Vol 38 (9) ◽  
pp. 1796-1814 ◽  
Author(s):  
Saileshsingh Gunessee ◽  
Nachiappan Subramanian ◽  
Kun Ning
Keyword(s):  
Supply Chain ◽  
Natural Disasters ◽  
Dynamic Capabilities ◽  
Corporate Performance ◽  
Chain Flexibility ◽  
Content Type ◽  
Quantitative Evidence ◽  
Supply Chain Flexibility ◽  
Negative Effect ◽  
The Impact

Purpose The purpose of this paper is to provide quantitative evidence of natural disasters’ (NDs) effect on corporate performance and studies the mechanisms through which the supply chain moderates and mediates the link. Design/methodology/approach Using two major NDs as quasi-experiment, namely the 2011 Japanese earthquake-tsunami (JET) and Thai flood (TF), and data over the period 2010Q1-2013Q4, effect of these events on end assemblers’ performance is studied, with a focus on the personal computer (PC) supply chain. The moderating influence of delivery and sourcing – as supply chain flexibility and agility – are examined through end assemblers’ and suppliers’ inventory. The suppliers’ mediating role is captured as disruption in obtaining PC components through their sales. Findings Only JET had any negative effect, further quantified as short-term and long-term. The TF instead portrays an insignificant but positive aftermath, which is construed as showing learning from experience and adaptability following JET. Inventory matters, but differently for the two events, and suppliers only exhibit a moderating influence on the assemblers’ disaster-performance link. Originality/value NDs, as catastrophic vulnerabilities, are distinct from other vulnerabilities in that they are hard to predict and have significant impact. Since little is known about the impact of NDs on firm performance and how supply chain mechanisms moderate or mediate their impact, they should be distinctly modelled and empirically studied from other vulnerabilities. This paper sheds light on supply chain resilience to such events with the role of dynamic capabilities.

scholarly journals SITUATION-BASED LEARNING UNTUK MENINGKATAN KEMAMPUAN CREATIVE PROBLEM SOLVING MATEMATIS SISWA SD

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Isrok’atun ◽  
Tiurlina
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Creative Problem Solving ◽  
Problem Finding ◽  
Creative Problem ◽  
Fact Finding

Pada umumnya kegiatan pembelajaran yang terjadi adalah proses pembelajaran lebih menekankan pada belajar menjawab pertanyaan daripada belajar bagaimana untuk menyajikan pertanyaan. Siswa tidak belajar bagaimana memunculkan permasalahan matematis (problem posing). Hal ini mengakibatkan lemahnya kemampuan problem finding, sehingga kemampuan idea finding dan problem solving siswa juga lemah. Idea finding, problem finding, dan problem solving merupakan aspek kemampuan Creative<br />Problem Solving (CPS) matematis. Oleh sebab itu, kemampuan CPS menjadi hal yang sangat perlu untuk dikembangkan. Untuk tujuan tersebut, maka dilakukan pembelajaran dengan menggunakan Situation-Based Learning (SBL). Metode penelitian didesain menggunakan quasi eksperimen. Kelompok eksperimen mendapatkan perlakuan berupa pembelajaran SBL dan kelompok kontrol mendapatkan pembelajaran konvensional. Hasil penelitiannya adalah adanya peningkatan kemampuan CPS matematis siswa yang mendapat pembelajaran SBL lebih baik daripada siswa yang mendapat pembelajaran<br />konvensional secara signifikan. Kemampuan CPS matematis terkuat yang dimiliki siswa yaitu pada aspek fact finding, sementara kemampuan CPS matematis terlemah yang dimiliki siswa pada aspek acceptance finding.

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