A Methodological Framework to Study Change in Team Cognition Under the Dynamical Hypothesis

The dynamical hypothesis claims that cognitive systems, such as teams, are dynamical systems (i.e., an interdependent collection of individuals and their technology that change together over time). Following this hypothesis, team researchers have adopted dynamical approaches to better understand the team cognitive processes and states that form team cognition, as well as how they emerge over time. One approach focuses on team coordination dynamics, which examines the coupling of signals between interacting individuals in various modalities, and has been shown to reflect aspects of team functioning including team cognition. However, how changes in team coordination relate to high-level team cognitive processes and states, as well as important events, are not yet fully understood. To this end, we advance a methodological framework for researching team cognition under the dynamical hypothesis. Subsequently, we provided an empirical case-study application of this framework. Thereby, this work contributes methodologically and empirically to a deeper understanding of team cognition, the dynamical hypothesis, and the synergy between them.

Cognition in crisis management teams: an integrative analysis of definitions

In large-scale extreme events, multidisciplinary crisis management teams (CMTs) are required to function together cognitively. Despite theoretical maturity in team cognition and recurrent emphasis on cognition in the crisis management practices, no synthesis of theoretical and practical discourses is currently available, limiting empirical investigations of cognition in CMTs. To address this gap, this paper aims to review the definitions of cognition in CMTs, with a particular focus on examining if and to what extent they are diversified. Through a systematic process to search peer-reviewed journal articles published in English from 1990 to 2019, 59 articles were selected with 62 coded definitions of 11 different constructs. The similarities and variabilities of the definitions were examined in terms of their theoretical and practical emphases and then synthesised into an integrative definition expected to serve as a general guide of reference for future researchers seeking an operational definition of cognition in CMTs. Practitioner summary: Understanding of cognition in CMTs is grounded in various theories and models with varying assumptions. An integrative conceptualisation of such cognition as interaction within and across CMTs to perceive, diagnose, and adapt to the crisis may facilitate the accumulation of knowledge and future operationalisations. Abbreviations: CMT(s): crisis management team(s); SMM: shared mental model; TMM: team mental model; COP: common operating picture; SSA: shared situation awareness; TSA: team situation awareness; DC: distributed cognition; ITC: interactive team cognition; TMS: transitive memory system(s); DSA: distributed situation awareness.

Fluctuations of the experience of togetherness within the team over time: task-cohesion and shared understanding throughout a sporting regular season

Based on a diagnosis action research design, the present study assessed the fluctuations of the team experience of togetherness. Reported experiences of 12 basketball team members playing in the under-18 years old national championship were studied during a four-month training and competitive period. Time series analysis (Auto-Regressive Integrated Moving Average procedures) served to describe temporal properties of the way in which the fluctuations of task-cohesion and shared understanding were step-by-step experienced over time, respectively. Correlations, running-correlations and cross-lagged correlations were used to describe the temporal links that governed the relationships between both phenomena. The results indicated that the task-cohesion dimensions differed mainly for shared understanding dynamics in that their time fluctuations were not embedded in external events, and that the variations in shared understanding tend to precede 'individual attractions to the task' variations with seven team practical sessions. This study argues for further investigation of how 'togetherness' is experienced alternatively as a feeling of cohesion or shared understanding. Practitioner Summary: The present action research study investigated the experience that the team members have to share information during practice, and the subsequent benefices on team cohesion. Results call for specific interventions that make team members accept the fluctuating nature of team phenomena, to help them maintaining their daily efforts.

Problem-Solving Phase Transitions During Team Collaboration

Multiple theories of problem-solving hypothesize that there are distinct qualitative phases exhibited during effective problem-solving. However, limited research has attempted to identify when transitions between phases occur. We integrate theory on collaborative problem-solving (CPS) with dynamical systems theory suggesting that when a system is undergoing a phase transition it should exhibit a peak in entropy and that entropy levels should also relate to team performance. Communications from 40 teams that collaborated on a complex problem were coded for occurrence of problem-solving processes. We applied a sliding window entropy technique to each team's communications and specified criteria for (a) identifying data points that qualify as peaks and (b) determining which peaks were robust. We used multilevel modeling, and provide a qualitative example, to evaluate whether phases exhibit distinct distributions of communication processes. We also tested whether there was a relationship between entropy values at transition points and CPS performance. We found that a proportion of entropy peaks was robust and that the relative occurrence of communication codes varied significantly across phases. Peaks in entropy thus corresponded to qualitative shifts in teams' CPS communications, providing empirical evidence that teams exhibit phase transitions during CPS. Also, lower average levels of entropy at the phase transition points predicted better CPS performance. We specify future directions to improve understanding of phase transitions during CPS, and collaborative cognition, more broadly.