How Cognitive Congruence Drives Innovation in Interfirm Collaborations

2018 ◽  
Author(s):  
Luke Rhee ◽  
William C. Ocasio ◽  
Edward J. Zajac
Keyword(s):  
Cognitive Congruence

Cognitive Congruence in Intelligent Simulation Training

1990 ◽  
Author(s):  
Douglas M. Towne
Keyword(s):  
Simulation Training ◽  
Cognitive Congruence ◽  
Intelligent Simulation

scholarly journals Levels of Cognitive Congruence between Managers and Team Members’ Perceptions of Cooperation at Work

2019 ◽  
Vol 11 (21) ◽  
pp. 6111
Author(s):  
Alexandre García-Mas ◽  
Antonio Núñez Prats ◽  
Aurelio Olmedilla ◽  
Roberto Ruiz-Barquín ◽  
Enrique Cantón
Keyword(s):  
Cognitive Dissonance ◽  
Personal Growth ◽  
Team Member ◽  
Theoretical Framework ◽  
Team Members ◽  
Cognitive Congruence ◽  
Performance Teams ◽  
Or Team ◽  
Good Congruence ◽  
Practical Implications

Much of the research on the psychological dynamics of performance teams suffers from the following limitations: consideration of only one theoretical framework and analysis of just one perspective (e.g., manager–coach or team member). To address these shortcomings, this study used a Global Cooperation concept that synthesized five psychological frameworks: coordination, cohesion, cooperation, integration, and identification. The objective of this study was to examine the level of congruence–symmetry between the two perspectives and the tendency for managers–coaches and team members to reduce cognitive dissonance in the perception of global cooperation. To this end, 108 managers–coaches and members of performance teams were studied (range: 23−60 years old) using a Cooperative Workteam Questionnaire (CWQ). Results revealed that the greatest amount of asymmetry was observed in Global Cooperation and Emotional Cooperation, while less asymmetry was found in Personal Growth, and good congruence–fit in Conditioned Cooperation. Results are discussed in terms of their theoretical meaning and practical implications for interventions on performance teams.

Effects of counselor-client cognitive congruence on counseling outcome in brief counseling.

1970 ◽  
Vol 17 (4) ◽  
pp. 313-318 ◽  
Author(s):  
Billy C. Edwards ◽  
John W. Edgerly
Keyword(s):  
Brief Counseling ◽  
Counseling Outcome ◽  
Cognitive Congruence

scholarly journals Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Yishi Long ◽  
Adrie A. Koehler
Keyword(s):  
Social Network ◽  
Student Participation ◽  
Student Interaction ◽  
Cognitive Congruence ◽  
Novice Instructors ◽  
Social Congruence ◽  
Expert And Novice ◽  
Case Based Learning ◽  
Case Discussions ◽  
Case Based

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.

СЕРІАЛ ТА ПОЛІТИЧНЕ ШОУ ЯК НОВІ ФОРМИ ПОЛІТИЧНОЇ МЕДІАКОМУНІКАЦІЇ

2020 ◽  
pp. 14
Author(s):  
K. Temchur
Keyword(s):  
Cognitive Dissonance ◽  
Causal Attribution ◽  
Election Campaign ◽  
Communication Model ◽  
Media Communication ◽  
Majority Opinion ◽  
Cognitive Congruence ◽  
Political Media ◽  
Election Results ◽  
Long Term Impact

<div><p><em>During the 2019 election campaign in Ukraine, one of the candidates successfully used the serial and political show.</em></p></div><p> </p><p><em>The purpose of the article is to describe the use of the serial and political show in the election campaign, to find out the reasons for the successful use of these new forms of political media communication. </em><em></em></p><p><em>The study applied the method of social and psychological justification of electoral behavior under the influence of non-traditional forms of political media communication. The theoretical basis of the study is the theories of cognitive dissonance and cognitive congruence, social perception and causal attribution, as well as the socio-communication model of the «spiral of silence». </em><em></em></p><p><em>It is established that the success of the serial and political show in the election campaign is due to a number of factors: the presence of social expectations in society, a paradigm shift, social cognitive dissonance. It is found out that with the help of the TV serial the image of V. Zelensky as a successful and democratic president was formed in the voters’ minds, as well as the idea of a majority opinion was artificially created. With the help of a political show in which V. Zelensky acted as president and other political figures, the audience was convinced that his election victory was irreversible. He has become a well-known person among the population thanks to the popular serials and films that are broadcast on the television channel, which is the leader among the population in ratings and trust. This data confirms the long-term impact of television and impact of media linked to political parties on the election results. The results of the article can be used in planning political campaigns and in further studies of the influence of the media on voter behavior.</em></p><p><strong><em>Key words:</em></strong><em> applied communication technologies, elections, media, television, political technologies, media psychology.</em></p>

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS

1989 ◽  
Vol 14 (3) ◽  
pp. 158-166
Author(s):  
Lily Neumann ◽  
Sophia Mahler
Keyword(s):  
Cognitive Congruence

scholarly journals An Expert Instructor’s Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Sunnie Lee Watson ◽  
Adrie A. Koehler ◽  
Peggy Ertmer ◽  
WooRi Kim ◽  
Rudy Rico
Keyword(s):  
Instructional Design ◽  
Cognitive Congruence ◽  
Social Congruence ◽  
Case Based

scholarly journals Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
T. J. Bugaj ◽  
M. Blohm ◽  
C. Schmid ◽  
N. Koehl ◽  
J. Huber ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Motivating Factors ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Peer Assisted Learning ◽  
Cognitive Congruence ◽  
Skills Lab ◽  
Peer Teachers

Abstract Background Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences. Methods We conducted in-depth, semi-structured interviews with student tutors who were currently teaching in a skills lab. After the interviews had been transcribed verbatim, two independent investigators performed a qualitative content analysis according to Mayring. Results In total, we conducted nine interviews with student tutors. Our results revealed that all student tutors showed great enthusiasm and motivation for their jobs as peer teachers. One of the main motivating factors for student tutors to teach in a skills lab was the possibility to simultaneously share and improve their knowledge and expertise. In general, the participants of our study had high aspirations for their teaching. They found it particularly important to be empathetic with the student learners. At the same time, they thought they would personally benefit from their teaching activities and develop a certain expertise as student tutors. Conclusions With the present study we are able to gain some insight into what motivates student tutors to teach in a skills lab and what kind of experiences they have. Our results provide an important input for the future training of highly qualified student tutors.

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