Bryan L Bonner
Biographic Data
| ID | 4234908 |
|---|---|
| NAME | Bryan L Bonner |
| GIVEN NAMES | Bryan L |
| FAMILY NAME | Bonner |
| SIGNATURE | BONNER B L |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-7294-5789 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
How Diverse Task Experience Affects Both Group and Subsequent Individual Performance
Task demonstrability defines the criteria that, when met, facilitate the effective exchange of knowledge within a problem-solving group. The extent to which those criteria are met should vary as a consequence of the relevant experiences that members have prior to entering the group. We investigate whether group members’ ability to coordinate with one another is facilitated by their prior task-related experiences. Participants worked individually,…
The Effects of Differing Knowledge Transfer Strategies on Group Decision Making and Performance
Encouraging reflection on one's existing knowledge in a group setting increases shared understanding, makes information available for problem solving, and makes it easier for members to show and to be shown the merit of others' preferences. However, it is also possible that attempting to constrain the process by which problem solvers manage this reflection process may prevent them from effectively tailoring their approach to different problems. T…
An Expectancy Theory Approach to Group Coordination: Expertise, Task Features, and Member Behavior
Working in a group requires coordination. The current paper examines coordination in terms of member‐level behavioral choices. Extending expectancy theory to a collaborative group setting, we interpret past findings on expertise and hypothesize that component features (specifically their difficulty and worth relative to each other) impact member behavior and hence coordination both directly and by moderating the role of expertise. Findings were l…
Adapting to fill the void: Dynamic group coordination as a function of differing domain roles and instrumentality
In groups, member coordination is influenced by a complex set of factors including who has what knowledge (which implies who is responsible for different task domains) as well as the differing incentives associated with performing within those domains. We show that the distribution of members' expert roles interacts with the desirability of different task domains to impact member perceptions of the task, coordination, and performance. Group membe…
Working outside of your wheelhouse: Effects of incentives and framing on transactive memory systems and performance
People collaborate to address tasks that can often be decomposed into smaller components. These components beg different forms of expertise and may differ in value to the group. We show that transactive memory structure is affected by the interaction between task component value, incentive framing (i.e., whether task incentives take the form of gains or losses), and the distribution of expertise with respect to task components. We find that when …
Leveraging member expertise to improve knowledge transfer and demonstrability in groups
Group success is dependent on both the knowledge of group members and the extent to which the group can access this knowledge. This research focuses on promoting effective knowledge transfer in group members by facilitating their use of extant knowledge when solving novel problems and examines how this affects subsequent discussion, decision making, and performance. Participants (N = 540) answered a series of estimation items individually or in a…
Informational intra‐group influence: The effects of time pressure and group size
The judgments of groups have immense impact on our daily lives. This paper theorizes that three families of intra‐group influence affect the collective estimation process. These different forms of influence map to different levels of task demonstrability, or the extent to which correct answers are transparent to problem‐solvers. When demonstrability is low, group estimates are disproportionately influenced by proposals closer to the intra‐group m…
Modeling collective choice: Decision‐making on complex intellective tasks
Three studies examined group problem‐solving on complex intellective tasks. In Study 1, a decision model proposed by Laughlin and Hollingshead ( 1995 ) provided the best fit to actual group choices. This study also compared three‐person group versus individual performance with time constrained and number of problems unconstrained, with individuals solving non‐significantly more problems and groups obtaining significantly superior trials‐to‐soluti…
Centrality and Accuracy in Group Quantity Estimations
Motivated self-stereotyping: Heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping
This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B. Brewer, 1991), social identities serve the function of satisfying individuals' need for assimilation (in-group inclusion) and their need for differentiation (distinctiveness from others). It was proposed that one of the ways optimal social identities are maintained is…
Collective induction: Effects of multiple hypotheses and multiple evidence in two problem domains
This article proposes that collective induction is improved more by multiple evidence than by multiple hypotheses. In Experiment 1, 4-person cooperative groups solved rule induction problems. In 9 conditions, they proposed 1, 2, or 4 hypotheses and selected evidence on 1, 2, or 4 arrays, on each trial. Correct hypotheses increased with multiple evidence but not with multiple hypotheses. Conversely, nonplausible hypotheses increased with multiple …
Collective versus individual induction with single versus multiple hypotheses
Four-person cooperative groups and 4 independent individuals solved rule induction problems by proposing 1, 2, or 4 hypotheses per trial while selecting the same amount of evidence per trial. Groups performed at the level of the best individuals and better than the 2nd-best, 3rd-best, and 4th-best individuals for both correct hypotheses and nonplausible hypotheses. Increasing the number of proposed hypotheses from 1 to 2 to 4 did not increase cor…
Motivated self-stereotyping: Heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping
This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B. Brewer, 1991), social identities serve the function of satisfying individuals' need for assimilation (in-group inclusion) and their need for differentiation (distinctiveness from others). It was proposed that one of the ways optimal social identities are maintained is…
Collective versus individual induction with single versus multiple hypotheses
Four-person cooperative groups and 4 independent individuals solved rule induction problems by proposing 1, 2, or 4 hypotheses per trial while selecting the same amount of evidence per trial. Groups performed at the level of the best individuals and better than the 2nd-best, 3rd-best, and 4th-best individuals for both correct hypotheses and nonplausible hypotheses. Increasing the number of proposed hypotheses from 1 to 2 to 4 did not increase cor…
Leveraging member expertise to improve knowledge transfer and demonstrability in groups
Group success is dependent on both the knowledge of group members and the extent to which the group can access this knowledge. This research focuses on promoting effective knowledge transfer in group members by facilitating their use of extant knowledge when solving novel problems and examines how this affects subsequent discussion, decision making, and performance. Participants (N = 540) answered a series of estimation items individually or in a…
Centrality and Accuracy in Group Quantity Estimations
An Expectancy Theory Approach to Group Coordination: Expertise, Task Features, and Member Behavior
Working in a group requires coordination. The current paper examines coordination in terms of member‐level behavioral choices. Extending expectancy theory to a collaborative group setting, we interpret past findings on expertise and hypothesize that component features (specifically their difficulty and worth relative to each other) impact member behavior and hence coordination both directly and by moderating the role of expertise. Findings were l…
Informational intra‐group influence: The effects of time pressure and group size
The judgments of groups have immense impact on our daily lives. This paper theorizes that three families of intra‐group influence affect the collective estimation process. These different forms of influence map to different levels of task demonstrability, or the extent to which correct answers are transparent to problem‐solvers. When demonstrability is low, group estimates are disproportionately influenced by proposals closer to the intra‐group m…
Collective versus individual induction with single versus multiple hypotheses
Four-person cooperative groups and 4 independent individuals solved rule induction problems by proposing 1, 2, or 4 hypotheses per trial while selecting the same amount of evidence per trial. Groups performed at the level of the best individuals and better than the 2nd-best, 3rd-best, and 4th-best individuals for both correct hypotheses and nonplausible hypotheses. Increasing the number of proposed hypotheses from 1 to 2 to 4 did not increase cor…
Collective induction: Effects of multiple hypotheses and multiple evidence in two problem domains
This article proposes that collective induction is improved more by multiple evidence than by multiple hypotheses. In Experiment 1, 4-person cooperative groups solved rule induction problems. In 9 conditions, they proposed 1, 2, or 4 hypotheses and selected evidence on 1, 2, or 4 arrays, on each trial. Correct hypotheses increased with multiple evidence but not with multiple hypotheses. Conversely, nonplausible hypotheses increased with multiple …
Motivated self-stereotyping: Heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping
This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B. Brewer, 1991), social identities serve the function of satisfying individuals' need for assimilation (in-group inclusion) and their need for differentiation (distinctiveness from others). It was proposed that one of the ways optimal social identities are maintained is…
Centrality and Accuracy in Group Quantity Estimations
Modeling collective choice: Decision‐making on complex intellective tasks
Three studies examined group problem‐solving on complex intellective tasks. In Study 1, a decision model proposed by Laughlin and Hollingshead ( 1995 ) provided the best fit to actual group choices. This study also compared three‐person group versus individual performance with time constrained and number of problems unconstrained, with individuals solving non‐significantly more problems and groups obtaining significantly superior trials‐to‐soluti…
Informational intra‐group influence: The effects of time pressure and group size
The judgments of groups have immense impact on our daily lives. This paper theorizes that three families of intra‐group influence affect the collective estimation process. These different forms of influence map to different levels of task demonstrability, or the extent to which correct answers are transparent to problem‐solvers. When demonstrability is low, group estimates are disproportionately influenced by proposals closer to the intra‐group m…
Leveraging member expertise to improve knowledge transfer and demonstrability in groups
Group success is dependent on both the knowledge of group members and the extent to which the group can access this knowledge. This research focuses on promoting effective knowledge transfer in group members by facilitating their use of extant knowledge when solving novel problems and examines how this affects subsequent discussion, decision making, and performance. Participants (N = 540) answered a series of estimation items individually or in a…
Working outside of your wheelhouse: Effects of incentives and framing on transactive memory systems and performance
People collaborate to address tasks that can often be decomposed into smaller components. These components beg different forms of expertise and may differ in value to the group. We show that transactive memory structure is affected by the interaction between task component value, incentive framing (i.e., whether task incentives take the form of gains or losses), and the distribution of expertise with respect to task components. We find that when …
An Expectancy Theory Approach to Group Coordination: Expertise, Task Features, and Member Behavior
Working in a group requires coordination. The current paper examines coordination in terms of member‐level behavioral choices. Extending expectancy theory to a collaborative group setting, we interpret past findings on expertise and hypothesize that component features (specifically their difficulty and worth relative to each other) impact member behavior and hence coordination both directly and by moderating the role of expertise. Findings were l…
Adapting to fill the void: Dynamic group coordination as a function of differing domain roles and instrumentality
In groups, member coordination is influenced by a complex set of factors including who has what knowledge (which implies who is responsible for different task domains) as well as the differing incentives associated with performing within those domains. We show that the distribution of members' expert roles interacts with the desirability of different task domains to impact member perceptions of the task, coordination, and performance. Group membe…
The Effects of Differing Knowledge Transfer Strategies on Group Decision Making and Performance
Encouraging reflection on one's existing knowledge in a group setting increases shared understanding, makes information available for problem solving, and makes it easier for members to show and to be shown the merit of others' preferences. However, it is also possible that attempting to constrain the process by which problem solvers manage this reflection process may prevent them from effectively tailoring their approach to different problems. T…
How Diverse Task Experience Affects Both Group and Subsequent Individual Performance
Task demonstrability defines the criteria that, when met, facilitate the effective exchange of knowledge within a problem-solving group. The extent to which those criteria are met should vary as a consequence of the relevant experiences that members have prior to entering the group. We investigate whether group members’ ability to coordinate with one another is facilitated by their prior task-related experiences. Participants worked individually,…
Psychology (11 works) · Social Psychology (11 works) · Team Dynamics and Performance (9 works) · Cognitive psychology (7 works) · Computer Science (7 works) · Social Psychology (6 works) · Engineering (4 works) · Group (periodic table (4 works) · Group (periodic table) (4 works) · Knowledge Management and Sharing (4 works)