Knowledge In Different Contexts Research Articles

Effects of time pressure on context-sensitive property induction

Past research suggests that category-based induction flexibly draws on different kinds of knowledge in different contexts, and that different kinds of knowledge may differ in accessibility. The present study investigates the degree to which knowledge accessibility mediates context-sensitive induction by examining the effects of time pressure on inferences about novel properties of animal species. Participants were told about a novel gene or a novel disease that was true of one category of animals, then rated the likelihood that taxonomically, ecologically, and unrelated animals had the same property, under speeded or delayed conditions. Property effects were observed for taxonomically related species independent of time pressure, but were only observed for ecologically related species in the delayed condition. These results suggest that time pressure selectively restricts access to ecological knowledge, and that knowledge access is critical for context-sensitive inductive reasoning.

Exploring location‐specific assets and exploiting firm‐specific advantages: an integrative perspective on foreign ownership decisions

AbstractExploiting existing assets and exploring new assets are two major and often concurrent forces driving firms to invest abroad. Moving beyond prior attention to their separate effects on foreign ownership decisions, this study examines their integrative impact. I develop hypotheses aligning a set of firm‐specific advantages with asset‐seeking motives, and test these relationships on a sample of Taiwanese overseas investments. I find that wholly‐owned subsidiaries are preferred to joint ventures when multinationals are able to tap into host innovatory dynamism by employing extant technological capabilities and to access local natural resources by leveraging corporate scales. Nonetheless, multinationals face difficulties in deploying marketing knowledge in different contexts and thus are more likely to choose joint ventures for an aggressive foreign market entry. Copyright © 2007 ASAC. Published by John Wiley & Sons, Ltd.

Why Nonaka highlights tacit knowledge: a critical review

To better understand Nonaka’s SECI model of knowledge creation and its constraints, we revisit the fundamental points of tacit knowledge in the model and provide a critical review on the role of tacit knowledge in business organization. First, the “tacitness” of knowledge is broken down into two parts: implicitness and real tacitness. We argue that the tacit dimension of knowledge in the context of the model is different from that in Polanyi’s original context; it actually includes considerable “implicitness” idiosyncratic in Japanese context. The separation of implicitness from real tacitness suggests carefully considering the potentialities of “unveiling” the secrets of tacit knowledge in different contexts. Second, considering most cases for the model mainly came from certain Japanese manufacturing companies that more or less relates to assemble lines, it is necessary to be cautious when the model is extended for a broader application.

The reconstruction of childhood–implications for theory and practice

First, the article deals with selected aspects of change that have framed the lives of contemporary families and children in Scandinavia: urbanization; secularization and norm-pluralism; changes in work-conditions; ideologies about the role of mothers; structural changes in family patterns; and the modern professionalization of care. Second, how change induces a crisis in the grand developmental approach within child psychology is investigated. It is argued that any a priori universal and non-contextual derived type of knowledge about development fails to grasp what is going on within families and in care and socialization in rapidly changing cultures such as Scandinavia and other Western European countries. An alternative paradigm is presented that should make us better able to understand development as embedded in culture and time. Third, some new challenges for educating the skilled practitioner are focused upon. Here reflective competence will be addressed: expertise as an ‘eternal process of inquiry; the ability to use multi-based and often conflicting knowledge about families and children in order to solve problems in everyday situations; the strengthened emphasis on the practitioner-as-person and the ability to use practical and reflected knowledge in different contexts. Finally, new bases of scientific knowledge are suggested for use in the future education of practitioners.