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.

Difficulties surrounding the meaning of insight in psychiatry have led to neglect of its assessment in clinical practice. A study is described in which an insight scale was constructed and tested in a sample of 43 patients suffering from schizophrenia or depression. The results showed that the insight instrument was able to provide a qualitative and quantitative assessment of insight. Qualitative features brought out by the scale included patients' perception of changes within themselves and within their environment, their recognition of being ill and their acknowledgment of needing help. Quantitative measurements showed that there was a significant improvement in the level of insight over the period of hospital admission. In addition, scores obtained on the insight scale were inversely correlated with the severity of the patients' disorder, though these correlations occurred at different times in relation to the different disorders. We thus postulate that other factors (such as intellect, past experience, personality etc.) must be involved in modulating the expression of insight. Although the insight instrument needs refining, we suggest that it may be a useful tool in the further exploration of insight in clinical practice.

The assessment of insight in clinical psychiatry: a new scale

Insight can be defined not only in terms of people's understanding of their illness, but also in terms of understanding how the illness affects individuals' interactions with the world The term 'insight' encompasses a complex concept which should not be considered as an isolated symptom which is present or absent Instead, it may be more appropriate to think of insight as a continuum of thinking and feeling, affected by numerous internal and external variables Different psychiatric disorders involve different mechanisms in the process of impairment of insight; this may influence the ways in which insight should be assessed in clinical practice

The meaning of insight in clinical psychiatry.

Introduction, I. Markova and K. Foppa: asymmetries in dialogue - some conceptual preliminaries, P. Linnell and T. Luckmann asymmetries of knowledge in conversational interactions, P. Drew facework and control in multiparty contexts, K. Aronsson suspect stories - perspective setting in an asymmetrical situation, P. Linell and L. Joensson obstruction and dominance - uncooperative moves and their effect on the course of conversation, M.L. Kasermann dialogue between expert and novice - on differences in knowledge and their reduction, M. Wintermantel "teaching" - conversational transmission of knowledge, A. Kepler and T. Luckmann the avoidance of asymmetry in informal discussions, H. Knoblauch dominance and asymmetries in "A Doll's House", R. Rommetveit asymmetries in group conversations between the professional and people with learning difficulties, I. Markova the self as a source of asymmetry in dialogue, R. Farr.

Asymmetries in dialogue

Background
Insufficient attention has been paid to the influence of psychological and social factors on discrepancy-based measures of awareness.

Objectives
The present study tested a biopsychosocial model of awareness in early-stage dementia by gathering evidence regarding the relative contributions of neuropsychological, individual psychological and social factors to the level of scoring on measures used to index awareness.

Method
Awareness was assessed in relation to memory, activities of daily living and social functioning in 101 individuals with early-stage dementia participating in the Memory Impairment and Dementia Awareness (MIDAS) Study. People with dementia (PwD) and carers also completed measures of individual psychological and social variables, and PwD completed measures of neuropsychological functioning.

Results
Scores on discrepancy-based indices of awareness and on the self-ratings and informant ratings contributing to these indices were associated with a range of factors including neuropsychological functioning of PwD, individual traits and dispositions and current affective functioning of PwD, socio-demographic characteristics of PwD and carers, carer well-being and carer perceptions of PwD and of quality of relationship with PwD. Patterns of association varied across domains of functioning.

Conclusions
The findings support the relevance of a biopsychosocial approach to understanding the factors that influence unawareness of impairment in dementia. Copyright © 2011 John Wiley & Sons, Ltd.

The influence of psychological, social and contextual factors on the expression and measurement of awareness in early-stage dementia: testing a biopsychosocial model

Background: Awareness can be defined as a reasonable or realistic perception or appraisal of a given aspect of one's situation, functioning or performance, or of the resulting implications, expressed explicitly or implicitly. Disturbances of awareness have significant implications for people with dementia and their caregivers. The construction of awareness has been extensively studied in dementia, but a lack of conceptual and methodological clarity in this area means that few clear findings have emerged. Aims: This article presents a framework for conceptualizing awareness in people with Alzheimer's disease and associated dementias that can guide research and influence practice. Overview: This article begins by considering the general concept of awareness and the ways in which neurological damage can place constraints on awareness. Within an integrative biopsychosocial model that acknowledges the influence of neurocognitive, psychological, and social variables on awareness, challenges for empirical resear...

Ivana Marková

Papers

The assessment of insight in clinical psychiatry: a new scale

The meaning of insight in clinical psychiatry.

Asymmetries in dialogue

The influence of psychological, social and contextual factors on the expression and measurement of awareness in early-stage dementia: testing a biopsychosocial model

Awareness in Alzheimer's disease and associated dementias: Theoretical framework and clinical implications