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  • 1.
    Bengtsson, Peter
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Ledin, Kjell
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Ärlemalm, Tore
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    What Do They Do?: A Taxonomy of Team Leader Interventions in Various Meeting Scenarios2019In: Advances in Human Factors, Business Management and Society: Proceedings of the AHFE 2018 International Conference on Human Factors, Business Management and Society, July 21-25, 2018, Loews Sapphire Falls Resort at Universal Studios, Orlando, Florida, USA / [ed] Jussi Ilari Kantola, Salman Nazir, Tibor Barath, Cham: Springer, 2019, p. 399-404Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to sketch a taxonomy describing various team leader interventions, as a consequence of interferences occurring at group meetings. The taxonomy is intended to serve as foundation for future research, methodology and test development. Sixteen Swedish business organisation leaders participated in the case study. The study consisted of ten fictitious scenarios, implying interferences concerning goal achievement. The participants were to propose interventions to the different situations. Based on the results, six categories of interventions were identified: control, inform, initiate, await, support, and explore. The categories corresponded to classical leadership theories. Furthermore, fictitious group scenarios seem to provide information about leadership thinking and interventional styles concerning team work. Scenarios also seem to measure something different than traditional assessment instruments do. This is in accordance with social personality theory, emphasising that personality assessments should not be decontextualised by excluding information concerning the situations in which people are acting.

  • 2. Ärlemalm, Tore
    Recognition failure and cue-dependence1997In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 38, no 3, p. 183-187Article in journal (Refereed)
  • 3. Ärlemalm, Tore
    Recognition failure of recallable words: a cue-dependent view1996Doctoral thesis, comprehensive summary (Other academic)
  • 4. Ärlemalm, Tore
    Recognition failure: the influence of semantic cue-target integration - a short note1996In: European Journal of Cognitive Psychology, ISSN 0954-1446, E-ISSN 1464-0635, Vol. 8, no 2, p. 205-214Article in journal (Refereed)
    Abstract [en]

    The observed probability of recognition given recall regularly adheres to what is predicted by the Tulving-Wiseman function. However, three types of exceptions have been observed: Cue overlap and poor cue-target integration cause an enhanced dependence, whereas good cue-target integration causes a diminished dependence between cued recall and recognition. In the present experiment, a diminished dependence between cued recall and recognition was demonstrated for good semantic cue-target integration. Conversely, poor semantic cue-target integration leads to an enhanced dependence between the two tests (see Gardiner & Tulving, 1980). The data were interpreted using the notion of cue-dependence (A rlemalm & Nilsson, 1994) and the semantic assimilation hypothesis (Ronnberg et al., 1991), which is a special case of cue-dependence.

  • 5. Ärlemalm, Tore
    et al.
    Nilsson, Lars-Göran
    Umeå University, Department of Psychology.
    Recognition failure and integration1994In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 35, no 3, p. 271-280Article in journal (Refereed)
    Abstract [en]

    Explored recognition failure of recallable words (poor integration), using confidence ratings given to recall responses. 70 Ss (aged 15-35 yrs) were instructed to learn word pairs in such a way that they would be able to recall the target word when the cue word was presented. Ss were given either instruction about shallow coding (the words had the same letters) or deep coding instruction (words were meaningfully related). Ss then performed confidence ratings of responses of both the recognition and cued recall test. Results indicate that very poor integration produces a deviation above the function, whereas a very good integration produces a deviation below the function. The effect of integration (and cue overlap) is explained by means of a conceptualization cue dependency. Support is also given to the notion that an enhanced variability of goodness of encoding contributes to an enhanced dependence between recall and recognition

  • 6. Ärlemalm, Tore
    et al.
    Nilsson, Lars-Göran
    Umeå University, Department of Psychology.
    Recognition failure of recallable words: exception due to poor integration1992In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 33, no 3, p. 266-276Article in journal (Refereed)
    Abstract [en]

    The phenomenon of recognition failure of recallable words shows a remarkable regularity across a wide variety of experimental conditions. A quadratric function, referred to as the Tulving-Wiseman (E. Tulving and S. Wiseman; see record 1978-07206-001) function, summarizes this regularity. A few cases of deviation from this have been identified and classified into 2 categories of exceptions to this function. An experiment with 40 Ss (aged 15-42 yrs) was designed to deal with 1 of these categories, namely the exception that occurs because of poor integration between cue and target information of studied word pairs. An index based on confidence ratings of recall responses was developed to assess variability in integration. Poor integration was demonstrated especially for 1 presentation of low associative word pairs, and significant deviations from the function was obtained for this condition

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