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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.
Counterproductive behaviors in teams: detrimental effects of cognitive loafing on transactive memory
(2013)
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.
Traditional Instrumentality x Value (I x V) models have attributed gains in performance groups to various conditions affecting the instrumentality of group members' effort for a variety of valued outcomes. Social identity models have challenged this interpretation, suggesting that the instrumentality of effort may be irrelevant when group identification is high. A laboratory study is reported in which both indispensability and group identification are manipulated, and participants' effort on a physical persistence task is assessed. Contrary to the social identity predictions but consistent with I x V predictions, the indispensability of effort had a positive effect on participants' effort. Group identification had no direct or moderating effects on effort. © 2008 Elsevier Inc. All rights reserved.
Mock juries were exposed to an argument for nullifying the law to achieve a just verdict, an argument that the law must be obeyed, to both or neither argument. Both final verdicts and social-influence showed that either argument alone increased the power of pro-conviction factions, but that these effects were weakened when both arguments were heared.
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.