@inproceedings{DeMoreBraunerGockel2014, author = {DeMore, Jaime and Brauner, Elisabeth and Gockel, Christine}, title = {Counteracting detrimental effects of cognitive loafing on transactive memory}, series = {85th Meeting of the Eastern Psychological Association, Boston}, booktitle = {85th Meeting of the Eastern Psychological Association, Boston}, year = {2014}, abstract = {In a first study, we explored whether cognitive loafing (reduced cognitive effort) can disrupt knowledge exchange in transactive memory systems and administered a cognitive loafing measure to investigate its effects. In our second study, we explored if affective commitment and perceived team performance could counteract the detrimental effects of cognitive loafing. Results show that both affective commitment and perceived team performance moderated the relationship between observed cognitive loafing and transactive memory.}, language = {en} } @inproceedings{BraunerDeMoreGockel2013, author = {Brauner, Elisabeth and DeMore, Jaime and Gockel, Christine}, title = {Cognitive loafing in work groups: when employees would rather not think}, series = {16th Conference of the European Association of Work and Organizational Psychology, M{\"u}nster}, booktitle = {16th Conference of the European Association of Work and Organizational Psychology, M{\"u}nster}, year = {2013}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{BraunerDeMoreGockel2013, author = {Brauner, Elisabeth and DeMore, Jaime and Gockel, Christine}, title = {Counterproductive behaviors in teams: detrimental effects of cognitive loafing on transactive memory}, series = {84th Meeting of the Eastern Psychological Association, New York}, booktitle = {84th Meeting of the Eastern Psychological Association, New York}, year = {2013}, abstract = {Cognitive interdependence in teams requires members to contribute their share to a common task. Cognitive loafing(reduced cognitive effort) can disrupt knowledge exchange in transactive memory systems. We administered a cognitive loafing measure to investigate its effects. Results show that cognitive loafing has significant negative impact on transactive memory, whereas affective commitment has a positive impact on transactive memory. Furthermore, we found that cognitive loafing within a team was not contagious among team members.}, language = {en} } @inproceedings{DeMoreBraunerGockel2014, author = {DeMore, Jaime and Brauner, Elisabeth and Gockel, Christine}, title = {Can team productivity be improved by counteracting detrimental effects of cognitive loafing on transactive memory?}, series = {75th Annual Convention of the Canadian Psychological Association, Vancouver}, booktitle = {75th Annual Convention of the Canadian Psychological Association, Vancouver}, year = {2014}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelBrauner2005, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Development of a transactive memory in small groups}, series = {77th Annual Meeting of the Midwestern Psychological Association, Chicago}, booktitle = {77th Annual Meeting of the Midwestern Psychological Association, Chicago}, year = {2005}, abstract = {In a lab study, the effects of metacognition and perspective taking on the development of a transactive memory were examined. Discussions of 20 groups were coded with a specifically developed coding scheme. Perspective taking showed the expected positive effect, but metacognition did not. The features of the metacognition training might explain this.}, language = {en} } @inproceedings{GockelBrauner2006, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Individual and social metacognition}, series = {7th Annual Meeting of the Society for Personality and Social Psychology, Palm Springs}, booktitle = {7th Annual Meeting of the Society for Personality and Social Psychology, Palm Springs}, year = {2006}, abstract = {Keine Angaben No details}, language = {en} } @inproceedings{GockelBrauner2010, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Perspective-taking helps transactive memory development}, series = {5th Annual INGRoup Conference, Washington}, booktitle = {5th Annual INGRoup Conference, Washington}, year = {2010}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelBrauner2002, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Development of a transactive memory: the influence of metacognition and perspective taking}, series = {43rd Congress of the German Psychological Society (DGPs), Berlin}, booktitle = {43rd Congress of the German Psychological Society (DGPs), Berlin}, year = {2002}, abstract = {Keine Angabe - No details}, language = {en} } @article{RobertsonGockelBrauner2013, author = {Robertson, Rommel and Gockel, Christine and Brauner, Elisabeth}, title = {Trust your teammates or bosses?: differential effects of trust on transactive memory, job satisfaction, and performance}, series = {Employee Relations}, volume = {35}, journal = {Employee Relations}, number = {2}, pages = {222 -- 242}, year = {2013}, abstract = {Purpose - The purpose of this paper is to examine, in two studies, whether trust in teammates and trust in management influenced transactive memory and how strongly transactive memory, in turn, influenced perceived team performance and job satisfaction. Design/methodology/approach - Data were collected via questionnaires from two samples of employees (n1=383 and n2=40). Regression and mediational analyses were employed to test the hypotheses. Findings - Trust in teammates predicted transactive memory and transactive memory, in turn, predicted perceived team performance and job satisfaction. Trust in management did not predict transactive memory, but it did predict job satisfaction. Research limitations/implications - Data are cross-sectional and cannot establish cause-effect-relationships. Furthermore, objective performance measures could not be obtained due to the nature of the studies. Thus, future studies need to use longitudinal or experimental designs and objective performance measures. Practical implications - Intangible factors such as trust can strengthen knowledge sharing and transactive memory systems. This, in turn, can positively impact job satisfaction and team performance. Managers and team leaders should pay more attention to building a climate of trust and participation, both within teams and between team members and supervisors/management. Originality/value - Results of two studies show the differential effects of trust in teammates versus trust in management. For finishing a knowledge-intensive task in a team, trust in teammates is more important than trust in management because trust influences transactive memory, which, in turn, leads to positive performance outcomes. However, for other organizational outcomes such as job satisfaction, trust in management can be as important as well.}, language = {en} } @article{GockelBrauner2013, author = {Gockel, Christine and Brauner, Elisabeth}, title = {The benefits of stepping into others' shoes: perspective-taking strengthens transactive memory}, series = {Basic and Applied Social Psychology}, volume = {35}, journal = {Basic and Applied Social Psychology}, number = {2}, pages = {222 -- 230}, year = {2013}, abstract = {Perspective taking is an important requirement for effective communication. Teams working on knowledge-intensive tasks should benefit particularly. In a laboratory study, we examined whether perspective taking (vs. egocentrism) facilitated transactive memory when team members' knowledge was either different or similar. Perspective taking led teams to form more accurate transactive memory and agree more regarding each other's knowledge assessments. Corresponding effects were found when knowledge was similar. However, no interaction emerged. Our study shows that perspective taking is a cognitive state that can be induced with a short intervention and that can positively influence team-level outcomes such as transactive memory.}, language = {en} }