When performance goals deter performance: Transfer of skills in integrative negotiations

Bereby‐Meyer, Yoella; Moran, Simone; Unger-Aviram, Esther

doi:10.1016/j.obhdp.2003.11.001

Cited by 55 publications

(40 citation statements)

References 41 publications

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“…According to Bereby-Meyer et al [72] motivation plays an important role in transfer. The literature of achievement motivation goals makes a distinction between performance goals and mastery goals [73].…”

Section: The Lens Of the Transferring Mindmentioning

confidence: 99%

Flow framework for analyzing the quality of educational games

Kiili

Lainema

Freitas

et al. 2014

Entertainment Computing

126

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The challenge of educational game design is to develop solutions that appeal to as many players as possible, but are still educationally effective. One foundation for analyzing and designing educational engagement is the flow theory. This article presents a flow framework that describes the dimensions of flow experience that can be used to analyze the quality of educational games. The framework also provides design-support for producing good educational games, because it can be used to reveal ways to optimize learning effects and user experience. However, the framework only works as a link between educational theory and game design, which is useful for game analysis but does not provide the means for a complete game design. To evaluate the elements included in the proposed framework, we analyzed university student's experiences in participating in a business simulation game. We found that the students' flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest. Overall, the results indicate that the flow framework is a useful tool to aid the analysis of game-based learning experiences.

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Section: The Lens Of the Transferring Mindmentioning

confidence: 99%

Flow framework for analyzing the quality of educational games

Kiili

Lainema

Freitas

et al. 2014

Entertainment Computing

126

View full text Add to dashboard Cite

show abstract

“…This prediction is supported by considerable psychological research on cognitive framing which suggests that when people have experienced success with a particular strategy, they often become narrowly focused on implementing that particular strategy to solve new problems (Duncker, 1945;Luchins, 1942). This type of mental block is called "negative transfer" (Bartlett, 1958) and it has been found to deter the generation of novel solutions in a variety of situations such as negotiations over time (Bareby-Meyer, Moran & Unger-Aviram, 2004), factory operation after a change in accident monitoring devices (Besnard & Cacitti, 2005) and firms acquiring targets from different industries (Finkelstein & Haleblian, 2002).…”

Section: Past Success and The Exploration-exploitation Trade-offmentioning

confidence: 99%

Past Success and Creativity over Time: A Study of Inventors in the Hard Disk Drive Industry

2007

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We integrate psychological theories of individual creativity with organizational theories of exploration versus exploitation in order to examine the relationship between past success and creativity over time. A key prediction derived from this theoretical integration is that successful people should be more likely to generate new ideas, but these ideas will tend to be less divergent as they favor the exploitation of familiar knowledge at the expense of the exploration of new domains. This prediction departs from the often-held view that people who generate more ideas will also generate ideas that are more divergent. Analyses of patenting in the hard disk drive industry support our prediction and indicate that collaboration with other inventors and organizational norms for exploration attenuate the tendency for successful individuals to generate increasingly incremental ideas.

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“…Ils sont des lieux où se construisent les compétences dans une dynamique d'enculturation (Lave, 1991), et où l'apprenant est considéré comme un apprenti qui participe à une communauté professionnelle. Des conditions reliées à l'instauration de modalités de compagnonnage (Brown et collab., 1989) et de collaboration sont alors mises en place et évaluées (Bereby-Meyer, Moran, Unger-Aviram, 2004 ;McNeese, 2000 ;Pharand, 2007). Le compagnonnage inclut des modalités comme la démonstration, le modelage (Larose et collab., 2002), la supervision de l'action et la réflexion sur l'action.…”

Section: Sera-t-il Observé Lors Des Différentes Situations De Transfeunclassified

Transfert des compétences et construction d’un langage d’action en situation de compagnonnage professionnel en soins infirmiers

Harvey

Barras

2009

rse

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Résumé Nous proposons que le transfert de compétences d’un milieu institutionnel de formation vers le milieu professionnel soit un cas de transfert d’un langage d’action. Un modèle en ce sens est proposé et soumis à une validation empirique dans le cadre d’un stage terminal à l’intérieur du curriculum en techniques de soins infirmiers. Selon ce modèle, une structure cognitive élaborée qui distingue les aspects conceptuels et procéduraux favorise le transfert. Nous montrons que le compagnonnage permet de négocier les significations et les pratiques sous-jacentes, et que, de son côté, la pensée réflexive favorise la re-représentation. Cependant, le transfert ne se produit pas d’une manière identique pour toutes les composantes d’une compétence.

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When performance goals deter performance: Transfer of skills in integrative negotiations

Cited by 55 publications

References 41 publications

Flow framework for analyzing the quality of educational games

Flow framework for analyzing the quality of educational games

Past Success and Creativity over Time: A Study of Inventors in the Hard Disk Drive Industry

Transfert des compétences et construction d’un langage d’action en situation de compagnonnage professionnel en soins infirmiers

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