scholarly journals Evidence for a Cultural Mindset: Combining Process Data, Theory, and Simulation

2021 ◽  
Vol 12 ◽  
Author(s):  
LaTasha R. Holden ◽  
Michelle LaMar ◽  
Malcolm Bauer
Keyword(s):  
Decision Making ◽  
Cognitive Modeling ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cultural Norms ◽  
Process Data ◽  
Task Goal ◽  
And Performance ◽  
Learning And Performance ◽  
Mindset Theory

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions.

scholarly journals Evidence for a Cultural Mindset: Combining Process Data, Theory, and Simulation

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Michelle LaMar ◽  
Malcolm Bauer
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Cognitive Modeling ◽  
Cross Cultural ◽  
Simulation Game ◽  
Future Research ◽  
Sequential Decision ◽  
Process Data ◽  
Cultural Contexts ◽  
And Behavior

The goal of the present work is to build a foundation for understanding cognition and decision-making processes in innovative assessment contexts. Specifically, we will assess students’ Cross-Cultural Competence (3C: see Thomas et al., 2008) through a social simulation game. The present work will use Mindset (i.e., individuals beliefs about whether ability is fixed or changeable, see Dweck, 2006) to ground the project in theory because it has been shown to be a powerful motivator for decision-making and behavior in learning and achievement (Dweck & Leggett; 1988; Dweck, 1999), and in cross-cultural contexts (Dweck, 2012). The novel contribution of this paper is to apply Mindset theory to social situations requiring 3C, thus proposing the notion of cultural mindsets—defined here as the set of beliefs including affect, cognition, and behavior people bring to cross-cultural contexts. In cultural mindset, affect and cognition govern the ease with which people adapt, learn, and update cultural information. Additionally, we argue that cultural mindsets are important mechanisms involved in navigating cross-cultural situations effectively and should be considered more in future research. In order to understand how cultural mindset affects student performance, we will apply a computational cognitive modeling approach using Markov decision process (MDP) models. The MDP approach is appropriate for sequential decision-making in non-deterministic environments—as actions are chosen as part of a plan to achieve goals with the knowledge that some action effects will be probabilistic.

Cross-cultural Application of Behaviour Therapy

1991 ◽  
Vol 8 (1) ◽  
pp. 35-42 ◽  
Author(s):  
Nick Higginbotham ◽  
Juriko Tanaka-Matsumi
Keyword(s):  
Decision Making ◽  
Behaviour Change ◽  
Potential Application ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Behaviour Therapy ◽  
Norms And Values ◽  
Functional Analyses

The potential application of behaviour therapy to cross-cultural situations is explored as societies move to recognise their bicultural or multicultural composition. First reviewed are the moral and epistemological underpinnings of behaviour therapy and questions involving the universality of behaviour principles and technologies. Expected competencies of cross-cultural therapists are next raised. The basic message, told through examples from Australia, North American, and elsewhere, is that cultural norms and values penetrate every facet of client–therapist interaction and clinical decision-making. Competently performed functional analyses can produce culturally accommodating interventions that respond to culture-specific definitions of deviancy, accepted norms of role behaviour, expectations of change techniques, and approved behaviour change practitioners.

Hippocampal Theta Activity and Learning: A Reply to Douglas

1969 ◽  
Vol 24 (2) ◽  
pp. 580-582 ◽  
Author(s):  
Thomas L. Bennett
Keyword(s):  
Decision Making ◽  
Information Processing ◽  
Electrical Activity ◽  
Memory Consolidation ◽  
Theta Activity ◽  
Hippocampal Theta Activity ◽  
And Performance ◽  
Hippocampal Theta ◽  
Learning And Performance

Adey and his associates have asserted that theta electrical activity recorded from the hippocampus during learning and performance reflects the role of this structure in information processing, decision making and memory consolidation. This notion was recently questioned by Douglas (1967) who concluded that the tasks employed by Adey and his associates to assess theta activity were tasks which the lesion literature indicated do not requite hippocampal functioning to be learned. The present paper questions Douglas' assertion by describing studies in the lesion literature which demonstrate that the tasks used by Adey and his co-workers may actually require hippocampal functioning to be learned.

Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management

2014 ◽  
pp. 112-133
Author(s):  
Doo Hun Lim ◽  
Seung Won Yoon ◽  
Ji Hoon Song
Keyword(s):  
Knowledge Management ◽  
Online Learning ◽  
Learning Style ◽  
Management Practices ◽  
Integrated Approach ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cognitive Differences ◽  
Knowledge Management Practices ◽  
And Performance

This study is an integrative literature review about the distinctive characteristics of multi-generations, their cognitive differences within online learning environments, modern knowledge management theories and frameworks, and the differences of knowledge management practices among multi-generations. Particular attention has been paid to examine distinctive characteristics in the cognitive learning style and knowledge management practices between different cultural settings. Based on the review, the authors propose an integrated approach to comparing the divergent and convergent characteristics of multi-generations and cross-cultural variables in order to design and deliver effective learning solutions and knowledge management systems that will address various organizational and cross-cultural learning and performance issues.

scholarly journals Cross Cultural Adaptation: Kuesioner Strategi Motivasi Belajar (Mslq) Subsskala Efikasi Diri dalam Belajar dan Mengerjakan Tugas Versi Indonesia

2017 ◽  
Vol 5 (2) ◽  
pp. 76-82
Author(s):  
Arief Budiman ◽  
Elsye Maria Rosa ◽  
Moh Afandi
Keyword(s):  
Cultural Adaptation ◽  
Content Validity ◽  
Self Efficacy ◽  
Cross Cultural ◽  
Validity And Reliability ◽  
Validity Index ◽  
Cross Cultural Adaptation ◽  
Content Validity Index ◽  
And Performance ◽  
Learning And Performance

Background: Self-efficacy is an important factor for establishing of learning independence, self efficacy gives influence to motivation, perseverance to overcome difficulties and learning achievement. Therefore a measuring instrument is needed to assess valid and reliable self efficacy. In this study cross cultural adaptation in Indonesian version from MSLQ subscale self-efficacy for learning and performance is used to to measure self efficacy of nursing students.Method: This study used a five- steps cross cultural adaptation that are translation, synthesis, back translation and final questionnaire in Indonesian version is assesed content validity index (CVI) with consideration of three experts, than is tested to assess for validity and reliability to eighty-eight the nursing academy diploma students YARSI in Samarinda city.Result: Through the stage of cross cultural adaptation there is have addition of the number of questionnaire items from 8 to 27 statement items and based on the value of CVI using the formula Aiken`s V is obtained coefficient value of all item statement > 0.5 , the test results of the questionnaire validity of all item have significance value > 0.05 and the questionnaire reliability of all item have alpha cronbach value > 0.6Conclusion: The MSLQ subscale self-efficacy for learning and performance instrument in Indonesia version has Content Validity Index (CVI) where is eligible with overall item are valid and reliable, so the instrument can be used in the target population of nursing students.

Creating Synergy for Inter-Cultural Learning

2011 ◽  
pp. 142-158 ◽  
Author(s):  
Tine Köhler ◽  
Michael Berry
Keyword(s):  
Business Students ◽  
Local Context ◽  
Cultural Learning ◽  
Cultural Norms ◽  
Cultural Communication ◽  
Team Processes ◽  
Team Members ◽  
Geographic Dispersion ◽  
Communication And Coordination ◽  
And Performance

Internationally distributed teams (IDTs) face challenges related to the team members’ diversity and geographic dispersion. However, research on IDTs has yet to explore the joint effects of diversity and dispersion on team processes and performance, as well as the role that cultural norms play in IDT effectiveness. Reporting findings from an 11-week e-mail exchange between American and Finnish business students, the current chapter focuses on how and why cultural communication and coordination norms affect IDT team processes and performance. The data shows that differences in cultural norms were amplified by differences in the local context of IDT members and that successful IDTs also created group norms that helped them manage their cultural diversity and geographic dispersion. Given the teachers’ discovery of how they had unintentionally reinforced cultural communication and coordination norms, the authors make explicit how cultural norms unexpectedly influence leadership strategies and learning experiences in positive and negative ways.

Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management

2018 ◽  
pp. 1852-1874
Author(s):  
Doo Hun Lim ◽  
Seung Won Yoon ◽  
Ji Hoon Song
Keyword(s):  
Knowledge Management ◽  
Online Learning ◽  
Learning Style ◽  
Management Practices ◽  
Integrated Approach ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cognitive Differences ◽  
Knowledge Management Practices ◽  
And Performance

This study is an integrative literature review about the distinctive characteristics of multi-generations, their cognitive differences within online learning environments, modern knowledge management theories and frameworks, and the differences of knowledge management practices among multi-generations. Particular attention has been paid to examine distinctive characteristics in the cognitive learning style and knowledge management practices between different cultural settings. Based on the review, the authors propose an integrated approach to comparing the divergent and convergent characteristics of multi-generations and cross-cultural variables in order to design and deliver effective learning solutions and knowledge management systems that will address various organizational and cross-cultural learning and performance issues.

scholarly journals OPTIMALISASI PENGAMBILAN KEPUTUSAN PENILAIAN KINERJA DOSEN PADA PERGURUAN TINGGI ISLAM XYZ MENGGUNAKAN AHP (ANALYTICAL HIERARCHY PROCESS)

Petir ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-62
Author(s):  
Redaksi Tim Jurnal
Keyword(s):  
Decision Making ◽  
Analytical Hierarchy Process ◽  
Professional Competence ◽  
Education Institution ◽  
Decision Makers ◽  
Decision Making Process ◽  
Process Data ◽  
Expert Choice ◽  
And Performance ◽  
Hierarchy Process

In a decision-making process, decision makers are often faced with various problems that come from the diversity criteria. Related to this, the Analytical Hierarchy Process (AHP) can be used to resolve such issues. One is the assessment of islamic university lecturer performance who rely on the criteria of integrity, professional competence, and performance. For the sake of effectiveness of an islamic higher education institution, required a software decision support system such as EC (Expert Choice) that can process data in order to recommend a decision regarding the performance of lecturers that will affect the class and salary increment.

Learning and performance differ

1992 ◽  
Author(s):  
Carol Turkington ◽  
Keyword(s):  
And Performance ◽  
Learning And Performance
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