This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.

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A Dynamic Theory of Organizational Knowledge Creation

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Insight in the psychoses: a conceptual history

Forty-one popular and 36 unpopular 8–10 year old children were presented with 11 ambiguous pictures, five of them with ongoing actions and six with completed actions with a negative outcome. The pictures were designed to investigate a child's tendency to attribute positive or negative intentions, and personal or impersonal causality, respectively. Subjects were asked to make up stories about each of the pictures, and in a second session were given a questionnaire with multiple choice answers, related to each of the pictures. The following results were obtained:



(1)Popular children attributed more impersonal causes to negative outcomes in both stories and questionnaires (F = 16.27, F = 14.35, respectively, P <0.001), and more positive intentions (F = 15.59, F = 24.52 respectively, P <0.001). There was no effect of sex, but a main effect of age (F = 3.15, P <0.05) showing an increasing tendency with age to attribute negative intentions to uncompleted actions when using the questionnaire method.



(2)A high correlation between intention scores and causality scores demonstrates that attribution of positive intentions and impersonal causality on the one hand, and of negative intentions and personal causality on the other hand, are expressions of the same general attributional tendency.

Attribution tendencies of popular and unpopular children.

This paper presents the theory of social representations as a model of social scientific theory. In doing so, it attempts to reconstruct the foundations of the theory of social representations by focusing on intellectual resources that were available to Serge Moscovici during the time he was developing the theory. These resources shaped his epistemology, and firmly distinguished the theory of social representations from other social psychological approaches. The focus on these intellectual resources draws attention to two issues. First, in contrast to what Moscovici often called ‘one or two sentence theories’ in social psychology based on the manipulation of variables, the theory of social representations is built on a rich set of presuppositions. Second, an explicit recognition of presuppositions of social representations in their application in professional practices like education, politics and health, among others, enables a unique contribution to social sciences and humanities.

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A fabricação da teoria de representações sociais

Trust has a constituent role in human societies. It has been treated as a scientific topic in many disciplines. Yet, despite the fact that trust and distrust come to life primarily in human communication and through language, it has seldom been analysed from a communicative or linguistic perspective. This is the theme of this path-breaking volume. This volume contains 12 chapters, plus introduction and epilogue by the editors. They have been authored by leading specialists on trust in language and communication, coming from many disciplines and from different cultures and countries. Most of the authors share a conceptual basis in dialogical theories. This book is a follow-up volume to two previous volumes on trust within cultural psychology, Trust and Distrust (Markova & Gillespie, 2008) and Trust and Conflict (Markova & Gillespie, 2012). It will be of interest to anyone seriously interested in trust in societies, and in trust and distrust as displayed in communication and language.

Dialogical approaches to trust in communication

. This study compared interactions between the staff and residents living in hospital wards and in community-based hostels. Twenty-four people with moderate to severe learning difficulties participated in this study. Interactions were categorized according to who was the initiator and recipient, their purpose, attitude of the recipient, duration, and place. It was found that the hospital and hotel residents had virtually no interactions with people outwith the establishment in which they lived. The hostel appeared to offer the residents a sociable environment with more interpersonal interactions and more positive attitudes towards the interactants than the hospital. Interactions in both kinds of setting were very short, thus giving residents little chance to develop communicative skills. It is suggested that a more personal approach, such as joint activities between residents and staff, and living in small groups in ordinary housing, should be the first priorities in the effort to improve the pattern of social interactions of people with moderate to severe learning difficulties.

Ivana Marková

Papers

Insight in the psychoses: a conceptual history

Attribution tendencies of popular and unpopular children.

A fabricação da teoria de representações sociais

Dialogical approaches to trust in communication

Living in hospital and hostel: the pattern of interactions of people with learning difficulties.