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      Collective Attention and Collective Intelligence: The Role of Hierarchy and Team Gender Composition

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          Abstract

          Collective intelligence (CI) captures a team’s ability to work together across a wide range of tasks and can vary significantly between teams. Extant work demonstrates that the level of collective attention a team develops has an important influence on its level of CI. An important question, then, is what enhances collective attention? Prior work demonstrates an association with team composition; here, we additionally examine the influence of team hierarchy and its interaction with team gender composition. To do so, we conduct an experiment with 584 individuals working in 146 teams in which we randomly assign each team to work in a stable, unstable, or unspecified hierarchical team structure and vary team gender composition. We examine how team structure leads to different behavioral manifestations of collective attention as evidenced in team speaking patterns. We find that a stable hierarchical structure increases more cooperative, synchronous speaking patterns but that unstable hierarchical structure and a lack of specified hierarchical structure both increase competitive, interruptive speaking patterns. Moreover, the effect of cooperative versus competitive speaking patterns on collective intelligence is moderated by the teams’ gender composition; majority female teams exhibit higher CI when their speaking patterns are more cooperative and synchronous, whereas all male teams exhibit higher CI when their speaking involves more competitive interruptions. We discuss the theoretical and practical implications of our findings for enhancing collective intelligence in organizational teams.

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          lavaan: AnRPackage for Structural Equation Modeling

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            Understanding and sharing intentions: the origins of cultural cognition.

            We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The developmental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.
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              The "Reading the Mind in the Eyes" Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High-functioning Autism

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                Author and article information

                Contributors
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                Journal
                Organization Science
                Organization Science
                Institute for Operations Research and the Management Sciences (INFORMS)
                1047-7039
                1526-5455
                June 07 2022
                Affiliations
                [1 ]Tepper School of Business, Carnegie Mellon University, Pittsburgh, Pennsylvania, 15217;
                [2 ]Carey Business School, Johns Hopkins University, Baltimore, Maryland 21202;
                [3 ]D’Amore–McKim School of Business, Northeastern University, Boston, Massachusetts 02115;
                [4 ]Korea University, Seoul 02841, South Korea
                Article
                10.1287/orsc.2022.1602
                1175e538-a090-423a-9a5b-91aef3e0ddbe
                © 2022
                History

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