Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge
نویسندگان
چکیده
Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.
منابع مشابه
Psychometric Properties of the Persian Word Pairs Task for Declarative Memory Assessment
Objective: According to the declarative/procedural model, the semantic aspect of language depends on the brain structures responsible for declarative memory. The word pairs task is a common tool for evaluating declarative memory. The current study aimed to design a valid and reliable task for evaluating declarative memory in Persian children at learning and retention stages and to investigate i...
متن کاملThe Efficacy of Procedural and Declarative Learning Strategies on EFL Students’ Oral Proficiency
Style and strategies in EFL learning contexts and the effects of task types were explored to enhance language learning strategies. Using a quantitative pre-test, post-test design and interviews, this study investigated the effects of procedural and declarative learning strategies on EFL learners’ acquisition of English past tense performing narrative tasks. The participants were 396 male and fe...
متن کاملA critical study of Wahhabism interpretation from verses that deal with declarative attributes
Some verses of the Holy Quran ascribe attributes to God, the Almighty. This ascription has led to similitude and embodiment. The nature of these attributes has been one of the constant concerns of Quran scholars from the beginning of the spread of the knowledge of interpretation until today. Having these concerns in mind, the commentators have interpreted these verses according to their beliefs...
متن کاملTransactive Autobiographical Memory and Organizational Routines
I develop a conceptual model of the micro-foundations of routines that incorporates autobiographical memories, defined as the memories people have of their own lives. I argue that individuals ́ autobiographical memories are transformed into collective declarative memory via transactive memory processes, and that the resulting memory systems play a significant role in the development, adaptation ...
متن کاملModeling Speed-up and Transfer of Declarative and Procedural Knowledge
This paper addresses three hypotheses concerning the procedural/declarative distinction: 1) Procedural and declarative knowledge speed-up as separate, but parallel, power curves; 2) Procedural knowledge operates in one direction only—from condition to action—whereas declarative knowledge can be cued by any of its elements; and 3) Declarative knowledge is active--it can result in behavior indepe...
متن کامل