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Seo, Mihye. "Knowledge-based approaches to media priming effects." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1167760112.
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Jackson, Abigail. "Effects of nonprobative information on judgments of knowledge." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case149149374007465.
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Wu, Ruomeng. "Omission Neglect: The Effects of Knowledge and Disfluency." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561394043372725.
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Dhar, Ana Nayar. "Context effects and children's knowledge of sentence ambiquity." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/476.
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Smith, Andrew Robert. "Exploring the relationship between knowledge and anchoring effects: is the type of knowledge important?" Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1264.
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Numeric estimates are influenced by a variety of factors including a person's knowledge and the presence of numeric anchors. In general, greater knowledge leads to more accurate estimates and the presence of anchors decreases accuracy. This dissertation is focused on the relationship between these two factors. At an intuitive level, it seems that increased knowledge should lead to a decrease in anchoring effects. Unfortunately, the research on knowledge and anchoring is quite mixed. This dissertation describes four studies--the first three were experimental and the last was correlational--that addressed two primary questions: 1) Does knowledge level moderate anchoring effects such that greater knowledge in a domain is associated with smaller anchoring effects? 2) Does this relationship depend on the type of knowledge one has? Studies 1 and 2 provided an answer to the first question. In Study 1, participants who studied a list of country populations--i.e., high knowledge participants--were less influenced by anchors than participants who learned irrelevant information. In Study 2, those participants who studied a list of new car prices were less influenced by anchors than participants who learned irrelevant information. In Study 3, participants learned information designed to influence different types of knowledge. The results of Study 3 supported the prediction that only those participants in conditions that increased metric knowledge--and not mapping knowledge--would exhibit reduced anchoring effects. Finally, in Study 4, participants' knowledge was measured and compared to their anchoring effects. Contrary to expectations, none of the knowledge measures were related to the participants' anchoring effects. Theoretical and practical implications, as well as reasons why the last study was not consistent with the first three, are discussed. Taken together, these studies indicate that both the amount and type of knowledge one has are important in determining one's susceptibility to anchoring effects.
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Montalvo, Francisco N. "Knowledge Sharing in Bioscience Clusters: Nature, Utilization and Effects." Case Western Reserve University Doctor of Management / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568731826878136.
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Gee, Eric J. "The Interactive and Combined Effects of Domain-Specific Knowledge and Strategic Knowledge on Reading Comprehension." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6099.
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The literature in reading comprehension has demonstrated that both domain-specific knowledge and strategic knowledge are vital to good comprehension. However, few studies have actually compared the effects of the two types of knowledge on reading comprehension. Fewer studies have examined the effects of combining the two strategies even though cognitive theories indicate that true comprehension occurs when certain procedures act upon knowledge constructed from the text being read and "link" that knowledge with knowledge in the long-term memory.
This study compared subjects receiving strategic knowledge and content knowledge to subjects receiving strategic knowledge only, subjects receiving content-knowledge only, and a control group. Subjects were 9- and 10-year-old students in four fourth-grade classrooms. The design was a pretest-posttest quasi-experimental design. Subjects were given the comprehension and verbal subtests of the Stanford Achievement Test. Based on these tests, subjects were identified as high- or low-ability readers. In addition, they were given a comprehension pretest designed by the instructor before intervention began. The intervention took place over a 4-week period and consisted of a different series of lessons presented by an independent instructor. After the intervention, subjects took the posttest. SAT subtest scores and pretest scores were used as covariates in the final analysis.
Results showed a decrease in the posttest means and no differences among the four experimental groups. Lack of findings was attributed to several factors, including lack of interest in the reading material on the comprehension tests and brevity of the intervention.
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van, Drumpt Thomas. "The effects of gamification on environmental knowledge and behaviors." Thesis, Mittuniversitetet, Avdelningen för ekoteknik och hållbart byggande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-19962.
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Dutton, Esther S. (Esther Sablan). "Effects of knowledge reuse on the spacecraft development process." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10519.
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Defayette, D. Nicole, and L. Lee Glenn. "Marginal Effects of Patient Age on Human Papillomavirus Knowledge." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7486.
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van, Drumpt Thomas. "Gamification and its effects on environmental knowledge and behavior." Thesis, Mittuniversitetet, Avdelningen för ekoteknik och hållbart byggande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-20387.
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The world is faced with many different environmental challenges. These challenges will need to be addressed with a variety of different tools. The way people behave has a significant impact on environmental contributions and as such influencing behavior towards better environmental decision making is something that should be addressed. Gamification is the introduction of elements of play in situations which are normally not considered play. Gamification has been shown to change the way people interact with their environments. The environmental field is ripe for testing how gamification can be used to increase environmentally beneficial behavior. Two case studies were conducted at MIUN campus in Östersund. One study focused on creating a fun and interesting method to increase environmental learning.The other study attempted to change the way students recycled on campus.The learning study produced results which were slightly better for the gamifiedinformation in terms of knowledge acquisition compared to students who read apamphlet (66% for the game and 56% for the pamphlet). More importantly 98%students considered the game to be interesting and were more willing to participate in it.The recycling study showed that environmental behavior could be affected by a gamified environment. The test week showed a 41% increase in recycling over theprevious 2 weeks. A properly designed game environment has the potential to change the way people behave in a beneficial way for the environment. It is important that the gamemechanics match the stated goals or this could lead to failed implementation.
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Wernsing, Tara Sallie 1968. "Product knowledge and pictorial information effects on automatic processing." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278199.
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This paper expands the study of automatic processing in the marketing literature. An empirical study was designed to test for automatic inference making due to pictorial or verbal advertisements and prior product knowledge. The theory developed in this thesis suggests that certain factors, high product knowledge and pictorial processing, will result in the accumulation of information in memory. This, in turn, yields easier processing of new information, which signifies a reduction in the attention and effort needed for processing the new information. Finally, the reduction of effort reflects a decrease in the amount of time needed for processing. Therefore, response latencies served as a direct measure of automatic processing in this thesis. Findings indicated that pictures in ads are likely to result in more automatic inference making than verbal information alone. Therefore, automaticity has the potential to explain some of the information processing that occurs in advertising and marketing.
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Kelemen, Deborah Ann 1967. "The effects of domain-specific knowledge on similarity judgements." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278269.
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The study contrasts natural kinds versus artifacts in order to assess the impact of domain-specific knowledge on adult subjects strategies in a perceptual classification task. Subjects classifications show differential weighting of perceptual dimensions as a consequence of background context. In addition, subjects display a tendency to reject identity within a specific dimension when such a non-identity based strategy permitted the creation of a theoretically cohesive category. This provides evidence against the view that identity possesses an inherent value in classification and supports the alternative, that background knowledge determines the degree to which identity is valued and the manner in which categories are constructed.
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Najafi, Tavani Zhaleh. "Mediating effects in reverse knowledge transfer processes : the case of knowledge-intensive services in the U.K." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/mediating-effects-in-reverse-knowledge-transfer-processes-the-case-of-knowledgeintensive-services-in-the-uk(05716680-d748-498e-b464-cb3be9867e6d).html.
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Recent contributions highlight the importance of international knowledge transfer as a fundamental source of competitive advantage of MNCs. Due to the traditional assumption that parent firms are the prime source of knowledge, majority of studies have focused on knowledge transfer from headquarters to subsidiaries. However, the role of subsidiaries within MNCs has changed dramatically; many subsidiaries have gained a creative role by generating new resources depending on the comparative advantage of the location in which they operate, and through the process of reverse knowledge transfer, they subsequently contribute to the competence upgrading of the MNC. In reviewing the extant literature on MNC knowledge transfer and in particular reverse knowledge transfer, this research unleashes several gaps, notably in the understanding of factor affecting subsidiary knowledge development and reverse knowledge transfer within the service sector. Borrowing concepts from the knowledge-based and network views, a series of hypotheses were tested using the result of a web-based survey of the subsidiaries that were located in the UK, had a non-UK parent firm, and were active in the KIBS sector. Responses from 187 general managers, managing directors, or chief executives of subsidiaries confirm that those subsidiaries that develop and maintain business relationships with their internal (sister subsidiaries and headquarters) and external actors (customers, universities, suppliers, competitors) and have high level of autonomy are more capable of developing knowledge. With regards to determinants of reverse knowledge transfer, while subsidiary characteristics (knowledge development and willingness) and relationship characteristics (socialization mechanisms) are emerged as the main facilitators of reverse knowledge transfer, knowledge characteristics (tacitness and complexity) appeared as the main hindrances of this phenomenon. Moreover, the results indicate that, (a) socialisation mechanisms augment the extent of shared values and subsidiary-parent firm embeddedness and (b) willingness mediates the impacts of shared values and subsidiary-parent firm embeddedness on reverse knowledge transfer. The key contributions of this research are two-fold: firstly, it examines the process of reverse knowledge transfer and knowledge development exclusively within the KIBS sector. Secondly, it investigates the joint impacts of relationship characteristics, knowledge characteristics, and subsidiary (sender) characteristicson reverse knowledge transfer.
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Holman, Helen M. "Effects of Community of Practice and Knowledge Translation Strategies on Nurse Practitioners' Knowledge and Practice Behavior." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/231.
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Background: Emerging evidence suggests that interactive CE activities will have the most effect in terms of knowledge and practice. Using technology to provide interactivity via computer-based applications is as effective an educational strategy as traditional education formats.
Methods: A randomized controlled trial was conducted to test the effectiveness and satisfaction of educational activities provided within an online community of practice(CoP) on nurse practitioner (NP) knowledge and practice behavior. The online interactive website combined certified continuing education, professional forum, Ask-the-Experts, national guideline links, patient education tools, and professional resources. A Two-Group Control Group design was used. Study participants were assessed on knowledge and practice behavior prior to and after the six month study.
Results: A sample of 66 NPs was randomly assigned to an online education only control group (n=33) or a CoP group (n=33). NPs in both groups had similar pretest knowledge assessment scores: 46% (control) vs. 49% (CoP), and pretest clinical vignette scores: 51%(control) vs. 57% (CoP). After the intervention, there was no significant increase in the posttest scores of the CoP group at 6 months compared with the posttest scores of the control group (knowledge assessment: 67% vs. 60%, p =.17; clinical vignettes: 67% vs. 74%, p =.28).
Conclusions: The pilot test did not demonstrate that the intervention (CoP access) had a more positive effect on knowledge or clinical performance than access to online CE activities alone. It did however confirm the effectiveness of online education in improving knowledge.
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Chen, Qin 1962. "Comprehension of science texts : effects of domain-specific knowledge and language proficiency." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28710.
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This study focused on the comprehension and cognitive processing of texts in biology by 36 graduate science students for whom Chinese was their first (L1) and English their second language (L2). The students in the study were from two disciplines: one in biology, and the other in engineering. These groups were subdivided into less proficient L2 (i.e., low-intermediate to intermediate) and more proficient L2 group (i.e., high-intermediate to high). From the perspective of a stratified model, the study examined L1 and L2 comprehension of general biology texts. Specifically, it investigated the effects of readers' domain-specific knowledge and language proficiency on various levels of discourse processing. It also examined two methodological issues: the effects of language of recall on processing of semantic and syntactic information from the L2 texts and the validity of using self-rating of text difficulty or content familiarity to index background knowledge.<br>Domain-specific knowledge was found to affect every aspect of comprehension of semantic information that was assessed in the study for both the L1 and the L2 texts. It also affected efficiency of processing for the L2 texts. Language proficiency, on the other hand, consistently affected lower-level processing. However, it appeared to have few concomitant effects on processing of semantic information. These results were consistent with predictions from stratified models of discourse comprehension in which processing of syntactic and semantic information are viewed as being both multilevel and modular. The results of the study also suggest the importance of investigating background knowledge in content-specific terms. Although the science students generally were comparable both in their knowledge of science text structures and in their patterns of comprehension of different types of semantic information, this comparability did not result in comparable comprehension. Rather, comprehension depended heavily on domain-specific knowledge.<br>With reference to linguistic distance, the results of this study suggest that caution is needed in applying conclusions drawn from studies of speakers of languages of the same Indo-European family to speakers of languages of greater linguistic distance such as Chinese and English. The lack of production effects observed in this study may be due to differential processing of syntactic information as well as differential processing strategies that many readers reported to have used with different language conditions. Finally, the general discrepancy between perceived text difficulty vs. comprehension and efficiency of processing as assessed by the objective measures suggests caution in using self-rating of text difficulty or content familiarity to index background knowledge.
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Morales, Gamboa Rafael. "Exploring participative learner modelling and its effects on learner behaviour." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/6666.
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The educational benefits of involving learners as active players in the learner modelling process have been an important motivation for research on this form of learner modelling, henceforth referred to as participative learner modelling. Such benefits, conceived as the promotion of learners' reflection on and awareness of their own knowledge, have in most cases been asserted on the grounds of system design and supported only by anecdotal evidence. This dissertation explores the issue of whether participative learner modelling actually promotes learners' reflection and awareness. It does so by firstly interpreting 'reflection' and 'awareness' in light of "classical" theories of human cognitive architecture, skill acquisition and meta-cognition, in order to infer changes in learner abilities (and therefore behaviour) amenable to empirical corroboration. The occurrence of such changes is then tested for an implementation of a paradigmatic form of participative learner modelling: allowing learners to inspect and modify their learner models. The domain of application centres on the sensorimotor skill of controlling a pole on a cart and represents a novel type of domain for participative learner modelling. Special attention is paid to evaluating the method developed for constructing learner models and the form of presenting them to learners: the former is based on a method known as behavioural cloning for acquiring expert knowledge by means of machine learning; the latter deals with the modularity of the learner models and the modality and interactivity of their presentation. The outcome of this research suggests that participative learner modelling may increase the abilities of learners to report accurately their problem-solving knowledge and to carry out novel tasks in the same domain—the sort of behavioural changes expected from increased learners' awareness and reflection. More importantly perhaps, the research suggests a viable methodology for examining the educational benefits of participative learner modelling. It also exemplifies the difficulties that such endeavours will face.
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Mak, Ming-wai. "The effects of geometer's sketchpad on mediating students' geometrical knowledge /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35288279.
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Yu, Jifeng. "Network Effects on New Venture Internationalization: A Network-Knowledge Framework." restricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-110615/.
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Thesis (Ph. D.)--Georgia State University, 2006.<br>1 electronic text (111 p. : ill. (some col.)) : digital, PDF file. Title from title screen. Dr. Ben Oviatt, committee chair; Brett Anitra Gilbert, Detmar W. Straub, William C. Bogner, committee members. Description based on contents viewed Mar. 28, 2007. Includes bibliographical references (p. 101-111).
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Lake, Kristine Elizabeth. "Effects of radiation therapy knowledge and misconceptions on patient anxiety." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33404.pdf.
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Hale, Christopher R. "Effects of background knowledge on associative learning in causal domains." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/30252.
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Wylie, Judith W. "Effects of prior knowledge and text structure on text memory." Thesis, Queen's University Belfast, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359132.
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Ersson, Kerstin. "The effects of implementing domain knowledge in a recommender system." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-357466.
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This thesis presents a domain knowledge based similarity measure for recommender systems, using Systembolaget's open API with product information as input data. The project includes the development of the similarity measure, implementing it in a content based recommender engine as well as evaluating the model and comparing it to an existing model which uses a bag-of-words based approach. The developed similarity measure uses domain knowledge to calculate the similarity of three feature, grapes, wine regions and production year, to attempt to improve the quality of recommendations. The result shows that the bag-of-words based model performs slightly better than the domain knowledge based model, in terms of coverage, diversity and correctness. However, the results are not conclusive enough to discourage from more investigation into using domain knowledge in recommender systems.
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Fannin, James Matthew. "The regional spillover effects of knowledge production on Missouri counties /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115542.
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Peachey, Todd Allen Hall Dianne. "An examination of the effects of cultural, climatic, structural, and technological factors on knowledge management effectiveness." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/PEACHEY_TODD_58.pdf.
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Wolman, Stacey D. "The effects of biographical data on the prediction of domain knowledge." Thesis, Available online, Georgia Institute of Technology, 2005, 2005. http://etd.gatech.edu/theses/available/etd-08022005-140654/.
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Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2006.<br>Dr. Phillip L. Ackerman, Committee Chair ; Dr. Ruth Kanfer, Committee Co-Chair ; Dr. Lawrence James, Committee Member. Includes bibliographical references.
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Kim, Dongshin. "The Effects of Knowledge Sharing on Program Performance: Influences on CPS Program Performance." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26328.
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As current social problems grow more complex, public organizations have to deal with more complicated problems and values than in the past. Public organizations arguably need more knowledge to effectively address such complex problems. However, there is little study of the relationship between knowledge sharing and government performance. This study has several primary purposes. First, it tries to find out more about the roles and effects of knowledge sharing on program performance in public organizations. Second, by examining the factors affecting the relationships between knowledge sharing and program performance, the study explores the importance of individual and organizational conditions in connecting knowledge sharing to program performance. Lastly, the study helps clarify the effect of knowledge sharing on program performance by also examining other factors that are likely to affect program performance.
To explore the relationships among explicit and tacit knowledge sharing, public service motivation, self-set goals, red tape, economic conditions, staffersâ professionalism, budgetary resources, and program performance, I examined Virginiaâ s Child Protective Services program. The Virginia Department of Social Services determines the guidelines and policies for the stateâ s CPS program and supervises its implementation by local agencies. I focused on the implementation of the CPS program. The study examined the relationships between CPS program performance and the degree and dynamics of knowledge sharing at the local jurisdictional and at the individual social worker levels in each of the 23 local CPS departments in which staffers responded to an on-line survey. In addition to these relationships, the study examined the effects of individual, organizational, and financial factors in Virginia local CPS departments on the relationships between knowledge sharing and program performance.
The study yielded numerous findings. First, at the local agency level evidence showed that explicit knowledge sharing played an important role in affecting CPS program performance. At the individual level, only the reported usefulness of explicit knowledge sharing affected CPS program performance, while the usefulness of tacit knowledge sharing and time devoted to explicit knowledge sharing affected usefulness of explicit knowledge sharing. The personal motivation of CPS staffers influenced program performance through tacit knowledge sharing, and red tape evidently affected CPS program performance by decreasing explicit and tacit knowledge sharing. Even when factors like local economic conditions and available financial resources were taken into account, the usefulness of explicit knowledge sharing still affected CPS program performance. Second, the relationships among time devoted to, usefulness of, and access to explicit and tacit knowledge sharing were diverse. They affected CPS program performance through the reported usefulness of explicit and tacit knowledge sharing. Third, individual and organizational factors influenced the relationship between knowledge sharing and CPS program performance. The personal motivation of CPS staffers had a positive effect on tacit knowledge sharing, but red tape appeared to have a negative effect on explicit and tacit knowledge sharing. Fourth, the study showed that several factors other than knowledge sharing such as local economic conditions, work training of CPS staffers, family assessments, CPS staffer education, and additional budgetary resources also affected CPS program performance.<br>Ph. D.
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Terry, Shaun. "The effects of concept maps on student knowledge of earth science." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/terry/TerryS0811.pdf.
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Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because this is a topic I teach to the entire freshman class in my school, my capstone project was dedicated to increasing these test scores. My project involved adding concept mapping to all material assigned during two units of the Earth science unit. Data collected to identify the impact of the concept map came from student journal entries, interviews, and surveys as well as from tests that included multiple-choice questions modeled on the state proficiency test questions; targeted short answer questions were included to provide me with qualitative data. I also used a journal and an interview by my principal in an effort to measure the impact of concept mapping on my time and attitude. The results of the study were mixed. Although postunit test scores were higher following the nontreatment unit, there was significant long-term retention of material by three of the four subgroups. Data also indicate greater retention of vocabulary across all of the subgroups. Finally, the results indicate that concept mapping can be a valuable addition to my teaching repertoire.
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Shen, Hao. "The effects of procedural and declarative knowledge in consumer information processing /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?MARK%202008%20SHEN.
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Meinz, Elizabeth J. "Musical experience, musical knowledge and age effects on memory for music." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/30881.
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Gryspeerdt, Danielle. "The effects of concept mapping on prior knowledge and meaningful learning /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60620.
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Undergraduates' conceptual knowledge of important concepts in a Pre-historic Archaeology course was investigated with a pre-post open-ended test procedure. Students were randomly assigned to one of three levels of a concept mapping intervention. All students were given an introductory lecture on concept mapping. Of the 124 students who completed the pre- and post-tests, students (n = 45) in the first treatment level were given a reading guide to the textbook material. Students (n = 36) in the second treatment level were given a reading guide with incorporated concept mapping questions. Treatment level three students (n = 43) were also given the concept mapping reading guides and received instructor and peer feedback on their responses to the concept mapping questions. Multivariate statistical analysis revealed that students in all three treatment levels gained in conceptual knowledge. A secondary descriptive analysis revealed that concept mapping appears to aid students in clarifying misconceptions.
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Price, Beverley Christmas. "Effects on teachers' mathematics content knowledge of a professional learning community." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5011.
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During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.; The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked at whether or not the participation of a group of third grade teachers in a professional learning community PLC improved the mathematical content knowledge of the participants of the study. This research design called for the research to be conducted in three phases. In Phase I, the researcher interviewed all participants using a researcher-designed interview guide. A researcher-adapted survey, based upon previously released items Ball (2008) was administered as a pre-test of mathematical content knowledge,. In Phase II of the study, the researcher documented the activities that occurred within a 10-week long professional learning community (PLC) of third-grade teachers. In Phase III of the research, a post-study interview was conducted with each of the participants by an independent observer to elicit participants' perceptions and observations based on their participation in the PLC. A post-test of content knowledge was also administered to the participants. Several themes were identified in the research study. These themes led to recommendations for practice and future research. Themes were related to the lack of mathematical understanding experienced by some teachers and the lack of professional development specifically related to mathematics, the value of the professional learning community, and the benefits of sharing current research and best practices.<br>ID: 029810181; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 220-226).<br>Ed.D.<br>Doctorate<br>Education
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Lee, Shao-Peng, and 李少芃. "The Effects of seductive details effect on Prior Knowledge." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40955120289888794358.
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碩士<br>國立屏東教育大學<br>教育心理與輔導學系<br>100<br>“Seduction details” are the interesting details of a text, which is irrelevant to the topic of the text. The major purposes of the present study were to examine the effects of seductive details on the recall and reading comprehension of readers with different prior knowledge.
This study adopted the quasi-experimental design. The subjects were 60 undergraduates from National Pingtung University of Education, who were randomly assigned to four groups (low knowledge/no seductive details, low knowledge/ seductive details, high knowledge/no seductive details, high knowledge/seductive details). Each subject was interviewed individually. The student read a passage about the sandstone rock “Uluru” in Australia and completed a recall test and a reading comprehension test. For students who were assigned to the high knowledge groups, before reading the passage, they received an instruction about Australia and were tested to make sure they have learned the materials.
The major findings of the study were as followings:
1. There was no significant difference in reading comprehension and reading recall between groups reading passage with seductive details and with no seductive details.
2. The high knowledge groups did significantly better on reading recall.
3. No significant difference in reading comprehension was found between students with low knowledge and high knowledge.
4. There was no significant interaction effect in terms of students’ prior knowledge and the appearance of seductive details in the passage on reading comprehension and reading recall.
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Korposh, Dmytro, and 迪米. "Model for Measuring Effects of Existing Knowledge on the Creation of New Knowledge and Knowlede Creation Process." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52039283344590086683.
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博士<br>中華大學<br>科技管理博士學位學程<br>99<br>Advancing technologies and constantly changing market needs induce competition between organizations and force enterprises to adopt better management methods to improve operational performance to survive and make profits. Knowledge management has been widely recognized as one of the effective methods to achieve the above objective. Knowledge management attracts attention of managers, researchers, scholars, and practitioners. Previous researches of knowledge management chiefly focused on qualitative approaches, and largely stressed key success factors of knowledge management, such as the infrastructure of information technology, the design of the knowledge management system, deployment of motivation schemes, interaction between IT and people, organizational culture and the like. Among them, the knowledge spiral of socialization, externalization, connection and internalization are the core of researches and discussions. However, early studies only disclosed the necessary cyclical phenomenon of knowledge management. Main approaches are aimed at collection of knowledge available to the organization and its further implementation in analogical situations. These approaches are known as lessons learned. Though reusing of existing knowledge is not always enough to fulfill organization’s goals. New knowledge is needed for the organization’s development and product/service improvement. Therefore the creation of new knowledge is vital to the organization. A quantitative method revealing how the existing knowledge can support the creation of new knowledge or upgrade current knowledge remains nonexistent. To bridge this gap, this study proposes a mathematical model which can quantify the supporting effects of the existing knowledge on the creation of new knowledge, help managers to plan and to measure the outcome of new knowledge created based on the factors of combination index, mutation index, knowledge creation ability, knowledge needed from others, ability to share, ability to learn, physical distance, difference of knowledge areas and difference of knowledge levels. The model evaluates knowledge from the perspectives of complexity (knowledge type/knowledge area) and depth (knowledge level), and the results of the example illustrate that the proposed model can be an effective method of measuring the usefulness of the existing knowledge.
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Ya, Chi Yu, and 游雅祺. "The Effects of Technological Knowledge and Knowledge Integration Mechanisms on Knowledge Transfer Performance." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/25119543387662360432.
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碩士<br>國立中央大學<br>企業管理研究所<br>89<br>In the knowledge-based economy year, it is important for the enterprise to acquire knowledge from outside company and transfer those to its intellectual capital. Especially for small businesses, a crucial issue today is how to build up their competitive advantage through transfer of technology successfully. This research is focused on how to promote technology transfer performance by an effective interaction between technological knowledge and knowledge integration mechanisms in high-tech Industries.
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Fan, Po-Sheng, and 范博昇. "The Effects of Knowledge Sharing Types on Knowledge Learning Effectiveness." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06368793597767019787.
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碩士<br>義守大學<br>資訊管理學系<br>103<br>Based on the knowledge-based perspective, knowledge is always perceived as the most valuable resources. Therefore, everyone should keep learning to increase knowledge. However, the key to effectively increase knowledge lies on the effective knowledge sharing. After a review of literature, it was found that the studies related to knowledge sharing mostly focused on knowledge sharing intention or behavior, while there are a few studied on knowledge sharing types. Therefore, this research applied the questionnaire method to investigate the influence of knowledge sharing types on knowledge learning effectiveness. Moreover, self-efficacy and personality traits could possibly influence the relationship between knowledge sharing types and knowledge learning effectiveness. Hence, this study further investigated the moderating effects of self-efficacy and personality traits on the relationship between knowledge sharing types and knowledge learning effectiveness. The results showed that technology/documentation, interpersonal interaction and experience knowledge sharing types had significantly positive influence on knowledge learning effectiveness, while the level of self-efficacy showed a significant moderating effect on the relationship between knowledge sharing types and knowledge learning effectiveness. Lastly, this research proposed concrete suggestions for enterprises to increase knowledge learning effectiveness among their staff.
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Yao, Kai-Wen, and 姚凱文. "The effects of knowledge management enablers on employee knowledge sharing." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41634400826897925977.
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碩士<br>國立勤益科技大學<br>流通管理系<br>98<br>In the era of knowledge economy, organizations realized to knowledge management as a means of enhancing competitive advantage. In recent years, there are lots of research probing into the development and application of knowledge management; however, there is no relevant studies found on distribution industry. Knowledge sharing is a critical factor to the success of the operation of knowledge management. This study incorporate few KM enablers, such as organization climate, learning organization, KM infrastructure, employee’s KM ability, employee’s perception of KM values, etc. to construct an integrated model to verify the relationships among those factors, and the effects of those factors on employee’s willingness to share knowledge.
This data collected via a questionnaire survey, both paper questionnaires and internet questionnaires were applied. The samples of this study are those employees who are working with distribution related companies. There are 236 valid copies returned. The regression analysis is applied to test the model. The results show that an organization with supporting climate, encouraging continues learning and creativeness, and complete KM infrastructure has significant effects on promoting employee’s KM abilities. The more knowledge an employee acquires, transforms and applies, the perception of KM values will be higher. The more KM values an employee possesses, the more willingness to share knowledge. Besides, there is a partial mediate effects existing between employee’s KM ability and their willingness to share knowledge that caused by employee’s perception of KM values.
Accordingly, this study carries out a further discussion regarding related KM issues in distribution industry and provides some practical suggestions as a reference for those companies which are going to undertake any knowledge management activities.
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Yang, Chi-Lan, and 楊期蘭. "Understanding the Effects of Knowledge Transparency in Online Knowledge Transfer." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rh8kf5.
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碩士<br>國立清華大學<br>資訊系統與應用研究所<br>106<br>To accomplish collaborative work, collaborators need to know one another’s states of work for coordination. Similarly, in situations of knowledge transfer where experts need to instruct novices by passing implicit knowledge and personal experience about the task, one challenge lies in the knowledge gap between experts and novices. Both parties need to gain an awareness of each other’s state of task knowledge for effective knowledge transfer. In this paper, we aim to investigate how online knowledge transfer is supported by a design called knowledge transparency of a shared document workspace, which allows explicitly annotating and sharing ones’ knowledge state to make it visible to their collaborators. We conducted a laboratory study to examine how knowledge transparency affects knowledge transfer among experts and novices using an image editing task over an online document. The results shed light on how to support knowledge co-construction and communication for the purpose of knowledge transfer through interface design.
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Hsiao, Su-Yin, and 蕭夙吟. "The Effects of Knowledge Absorption from Oversea Expatriates on Knowledge Sharing." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/97090161798489195542.
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碩士<br>國立彰化師範大學<br>企業管理學系<br>104<br>In recent years, many employees fairly positive attitude towards work expatriate, because there are more and more staffs think the trend of globalization and improve their degree of internationalization, expatriates’ knowledge absorption for international knowledge sharing explore the relationship between the resources and the organization of training, before expatriate as parent organizations were sent before considering whether send personnel expatriate will affect the relationship of the individual to absorb knowledge; Knowledge of organizational resources will absorb significant positive impact and external training for knowledge absorption also has significant positive impact. The results indicate absorption of knowledge for knowledge sharing indicate a positive impact that supports staff ability to absorb knowledge to be stronger and able to indicate a positive attitude towards knowledge sharing. Adjusted variables indicated overseas adaptation and absorption of knowledge for knowledge sharing moderating effect less than significant level, indicating that for knowledge sharing process, it is no any affect overseas adaptation. Finally, adjusting the variable results indicated overseas adaptation and absorption of knowledge for knowledge sharing significant moderating effect of the higher level when it is supported by overseas staff performance.
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Lee, Wan-Chen, and 李宛珍. "Effects of Group Familiarity and Task Type on Common Knowledge Effect." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/ut9c5f.
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碩士<br>中原大學<br>心理學研究所<br>92<br>The common knowledge effect refers to the phenomenon that decision-making groups are much more likely to discuss information that members shared before discussion than to discuss information that is held by individual members. Thus, group decisions are much more impacted by the shared information than by the unshared information. When unshared information is critical to identifying the superior decision option, such as, in hidden profiles, group performance would be biased by focusing on discussing the shared information. Most studies on the common knowledge effect have been conducted in laboratories. However, ecological decision groups usually are groups with members knowing each other, even had some experiences of joint decision making. Thus, the effectiveness of group decision making with various degree of group familiarity deserves more investigation.
The effects of group familiarity on common knowledge effect still are uncertain. When members do not know one another well, they may establish credibility and evaluates themselves through the communication of shared information. Thus, they intend to mention and repeat shared information, leading to the common knowledge effect. However, the members of familiar groups have already known one another, they may not need to establish credibility and evaluates themselves through the communication of shared information. Therefore, groups composed of familiar members would be less likely to exhibit the common knowledge effect and more likely to reach the correct group decision than groups composed of strangers (Wittenbaum, Hubbell, & Zuckerman, 1999). But from the perspective of cohesion, familiar groups have greater cohesion and conformity than stranger groups. Hence, members in familiar groups will consider harmonious relations are more important than decision quality. Therefore, groups composed of familiar members are likely to suppress conflicts and dismiss information that could incite them, and their decisions will be much more affected by the common knowledge than groups composed of strangers (Hogg, 1992). In the present study, it was proposed that task type might clarify the inconsistent effects of group familiarity on common knowledge effect.
The present study adopted a 2 (information distribution: full information profile/ hidden profile) × 2 (group familiarity: familiar group/ stranger group) × 2 (task type: intellective/ judgmental) between-subjects factorial <a href="http://www.ntsearch.com/search.php?q=design&v=56">design</a>. Dependent variables were the amount of total discussion, discussion focus, and the correctness of group choice. A total of 89 valid groups (three <a href="http://www.ntsearch.com/search.php?q=university&v=56">university</a> students with the same gender as a group) were randomly assigned to eight experimental conditions. Each participant read a murder mystery, and then each group discussed the case to indicate a suspect.
Experimental results showed that, in the full information profile, regardless of task type, the amount of total discussion and the proportion of group choice correctness were identical between the familiar group and the stranger group. Furthermore, regardless of group familiarity, the amount of total discussion and the proportion of group choice correctness were the same between the intellective task and the judgmental task. In hidden profiles, regardless of group familiarity, groups with intellective tasks focused more on unshared information than groups with judgmental tasks. In the same profile condition, the stranger group with the intellective task chose the correct suspect more often than the stranger group with the judgmental task; the proportions of choice correctness were identical between the intellective task and the judgmental task for the familiar groups. Furthermore, in the hidden profile, regardless of task type, familiar groups focus more on the unshared information than stranger groups, but familiar groups failed to choose the correct suspect more often than stranger groups.
In sum, familiar groups focused more on the unshared information than stranger groups, familiar groups thus showed less discussion bias of the common knowledge effect. Nevertheless, familiar groups did not choose the correct suspect more often than stranger groups. The inconsistent findings in the discussion focus and choice correctness could be explained by considering decision strategies adopted by the groups. In hidden profiles, familiar groups preferred employing the majority rule to make decisions, whereas stranger groups preferred exploiting the information pooling strategy to make decisions. A model reconciling the above findings was developed and explicitly discussed.
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Jao, Hai-Ping, and 饒海平. "EFFECTS OF PRODUCT KNOWLEDGE ON DESIGN DEVELOPMENT." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/s6mk58.
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碩士<br>大同大學<br>工業設計學系(所)<br>92<br>The designer the possible role which holds the post in the expense society, one goes to the consumer which the store purchases the commodity, two is the user which uses the product, three is some item of product inventor. Therefore the designer becomes some sign disseminator, but simultaneously also becomes other signs receiver. The designer accumulates the knowledge not only comes from the education and the training, but also accumulates in the entire expense society to each sign, namely each kind of product, understanding and cognition.
The key point of this research lies in when the designer designs the product, his product knowledge, especially regard to the subject and experience-base knowledge which accumulates in the expense society, how to be applied, what to be applied for? And the knowledge varying degree whether can create the difference for application, as well as what influence on the design approaching strategy and the self- appraisal for design achievement? Different type knowledge regarding design conception development influence whether is in the degree of difference? For example, the subjective knowledge influences on the design approaching strategy more than the experience-base knowledge? It takes the electronic razor as the practical design case to observe the operation situation of the product knowledge in the design development.
The research take the experiment to execute, the sampling way is the quota sampling to invite the subjects for measuring the product knowledge and choose the appropriate people to join the experiment design assignment, finally by receiving the most satisfactory sketch in the design developing process to carry on recollection interview. To obtained questionnaire, design sketch and recollection interview list for analysis.
To take the integration, the descriptive statistics, the factor analysis, the cluster analysis, one-way ANOVA analysis, two-way ANOVA and the correlation analysis as the experiment data analysis tool. Experimental conclusion summary as follows:
1.About the knowledge application: there are six kinds of benefits to design for applying the experience-base , the frequency that they appear while the designer designed the products are : ” creating the expectation for product” (6%), “finding the advantage and disadvantage in the design of present product “ (8%), “ being the design reference for the component items” (8%)、” making sure the design brief “ (39%), “improving the present design” (12%) and “taking the advantage and discarding the disadvantage from the present design” (27%). The experience-based knowledge to help the designer to find the problems and needs of product ,especially to make sure the design brief , and the accumulated knowledge could be the reference for assessing suitability in design while improving the present product design, to conform the design feature necessity of existing, and let designer to know the real operation in every product feature.
2.The varying experience-based knowledge creating the difference in application the experience-based knowledge: the varying knowledge degree designers arouse the different structure of experience-based knowledge while facing the design problem, even though in the same structure of knowledge, the designers also have he different inspiration and insight for design problem along with the different knowledge degree.
3. The influence in the design development from the varying product knowledge degree:
（1）The design approaching strategy: the designer’s design approaching strategy, who with the most product using experience ,is in “function” field, and the more understanding product designers’ reason for judging his design being popular is also in “function” field. But both of them with the product using experience, the “used” group is more emphasize on the “ esthetic” field than “using” field.
（2）The self-appraisal for design achievement: the high degree experience-based knowledge designers have the more confidence for his design being popular in market than the low degree ones.
4.There is more influence in the experience-based knowledge than subject knowledge for the design development, such as in the design approaching strategy and the confidence for the design being popular in market, the experience-based knowledge is more influenced.
5.The higher degree of experience-base knowledge designers apply the more shaving and electronic razor using experience knowledge in design processing, and apply more experience-based knowledge in the listed popular design features of the sketch, and have more satisfaction for the design achievement. It shows the designers design the product which be used before they are more easier to be satisfied with the design achievement and have more confidence for the design being popular in market.
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Doan, Adam. "An Investigation into Knowledge Acquisition and its Emergent Effects on Knowledge Base Quality." Thesis, 2012. http://hdl.handle.net/10214/3672.
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This project presents an investigation into the viability of alternative knowl-
edge acquisition strategies in knowledge management systems. The goal of this
project is to illustrate that alternative means of knowledge acquisition can have
a significant effect on the quality of the knowledge base. To accomplish this
a modification of a wiki system, dubbed Prometheus, is proposed that uses a
threshold based user vote acquisition mechanism.
A simulation approach is used to compare a model of the Prometheus system
against a model of a standard wiki system. A simulation framework is described
that facilitates comparison between models of knowledge systems. The simu-
lation framework is used to compare the knowledge systems in three different
scenarios in an attempt to determine the conditions in which the Prometheus
system may produce a higher quality knowledge base. The results of these ex-
periments are presented along with some discussion and areas for future work.
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Wang, Qiu Rong, and 王秋容. "Effects of knowledge of results and knowledge of performance on motor skill acquisition." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/25420913801060903346.
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Lai, Ming-fong, and 賴明豐. "Examining Effects of Organizational Culture toward Performance of Knowledge Sharing and Knowledge Management." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/ym2k8x.
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博士<br>國立臺灣科技大學<br>資訊管理系<br>94<br>Many knowledge management initiatives in organizations seek to improve the quality and quantity of organizational knowledge infrastructure and how employees draw on each others’ expertise, experience, advice, and opinions, through socialization, externalization, combination, and integration processes. Employees can diffuse and absorb knowledge recorded in document form, through dyadic conversations, or in-group settings. Management should recognize the essential lever for most change initiatives is the mental model of the individual organizational member. Drive initiatives that combine externalized representations of organizational mental models and organizational dialogues enhance change capabilities. Entrepreneurial leadership should reflect on organizational innovative flexibility, and that would significantly encourage individual to share their knowledge, improve organizational knowledge infrastructure, and create stakeholder value in the future.
From the result, the proportion that respondent drive KM activities exceeds 40%, with the manufacturing industry at most, the scale exceeds 700 people highest in proportion. Exploitation has already had that has developed the main tactics for knowledge. The organizational knowledge foundation is good, invested resources are high. The external knowledge source takes consultant firm and customer as the core; most improves and organizes the effect which absorb knowledge through other expert, the ways of the customer and education and training; the way to spread knowledge takes written file and training program as the core; the most frequently used file store the knowledge; the broadly-defined interdynamic way is a main mechanism of the organizational innovation knowledge to collect thinking in the department.
Different corporate cultures will influence the knowledge tactics of enterprises, research shows, low entrepreneurial leadership and high innovation flexibility, takes exploitation tactics as the core; high entrepreneurial leadership and high innovation flexibility, the higher degree what the relevant resources invested. The more apparent high entrepreneurial leadership and innovation flexibility is, the consultant firm, for the main source, spreading knowledge with the e-mail of external knowledge, way innovative knowledge agitated with the inter-department mental work; the more apparent high innovation flexibility and entrepreneurial leadership is, improve the ability to absorb knowledge with expert and advisor engaging it; the more apparent high entrepreneurial leadership and high innovation flexibility is, the higher the proportion of using the database management system is.
Correlation analysis shows that entrepreneurial leadership, knowledge is shared and organize there are front and apparent relation between the knowledge infrastructure, innovative flexibility, entrepreneurial leadership can influence member’s knowledge will and behavior that share effectively, member will and behavior that knowledge share can improve the knowledge foundation organized. Correlation analysis shows that entrepreneurial leadership, innovative flexibility front and apparent relation exist between knowledge sharing and organizational knowledge infrastructure, innovative flexibility and entrepreneurial leadership could significantly affect members’ motivation and behaviors to share knowledge and knowledge sharing could improve the organizational knowledge infrastructure. But, seen by the result of structural equation modeling analysis, entrepreneurial leadership must pass innovative flexibility produce a significant effect toward members’ motivation and behaviors to share knowledge. Therefore, within an organizational contextual, management, while encourage members in organization to share individual knowledge , must design suitable organization structure, management system and rewarding systems to meet scheme to improve the member’s motivation and behaviors to share their knowledge.
Finally, we are based on the results of this research, namely cultures, knowledge sharing, relation among knowledge management activities and knowledge infrastructure, and put forward the three feasible research direction, including corporate characteristics, job characteristic, and knowledge characteristic etc., in future.
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Wang, Chin-Yu, and 王錦裕. "The effects of collaborative knowledge mapping with stimulus cascading on knowledge map development." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/20872764936922012856.
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博士<br>國立中央大學<br>資訊工程研究所<br>95<br>Many systems have been proposed to construct collaborative learning environments with computers. Students’ cascading actions, reactions and chain reactions should be promoted in a collaborative learning environment. A knowledge mapping system with stimulus cascading (the SC-KM system) which supports collaborative knowledge activities was developed in this research. The system was carried out in
an authentic learning environment. Through the system, students integrated the Internet resources and visualized their knowledge structure about specific topics. The mainly purpose of this research was to investigate the effects of collaborative knowledge mapping with stimulus cascading on students’ knowledge map development. Based on the research purposes, a collaborative learning activity was arranged and the SC-KM system was adopted in both novice and experienced programmer classes. During the experiment, the students firstly constructed their individual knowledge map for two weeks. Then all knowledge maps were opened for sharing. Students were encouraged to give comments for improving their classmates’ knowledge map. During the collaborative learning activity, stimulus
cascading was activated in the SC-KM system to foster actions, reactions and chain reactions among learners. After the experiment, the collected learning portfolios
were analyzed and some interesting findings were revealed. Finally, pedagogical implications were also discussed.
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Ye, Su-Hua, and 葉蘇華. "To Analyze the Effects of the Knowledge Management Infrastructures, Knowledge Management Processes, and Knowledge Effectiveness on Organizational Effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/41685748640771381204.
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碩士<br>南台科技大學<br>資訊管理系<br>94<br>Knowledge management is an important issue in the domain of knowledge-based economy. In the study, we explore the mediating effects of the knowledge management processes and knowledge effectiveness among knowledge management infrastructures and organizational effectiveness. We collect data by questionnaires and use hierarchical regression analysis to conduct the data. The results indicate that organizational culture, the formalization of organizational structure, leadership, and information technology have significantly effects on knowledge management processes. At the same time, knowledge management processes have a significantly effect on knowledge effectiveness, and knowledge effectiveness has a significantly effect on organizational effectiveness. Furthermore, it appears that knowledge management processes and knowledge effectiveness individually play mediating roles on knowledge management infrastructures-knowledge management processes and knowledge management processes-organizational effectiveness. Therefore, we suggest that organization should enhance knowledge management infrastructures, pay much attention to knowledge management processes and the satisfaction of employee for knolwdege management in order to improve organizational performance.
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Chang, Chung-Hsi, and 張忠禧. "THE ROUTES TO KNOWLEDGE-BASED PSYCHOLOGICAL OWNERSHIP AND KNOWLEDGE SHARING: THE MEDIATING EFFECTS OF KNOWLEDGE-BASED PSYCHOLOGICAL OWNERSHIP." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/80838735080713027063.
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碩士<br>義守大學<br>管理研究所碩士班<br>95<br>In large part, knowledge has replaced the economist’s “land, labor, and capital” as the chief economic resource (Drucker, 2003). It apparently shows that knowledge is important. However, it has been the most challenging issue for corporations to stimulate employees to share their knowledge. The study was based on knowledge-based psychological ownership, investigating whether there are relationships between constructs.
The study was based on individual level. In order to minimize common method variance (CMV), the study gathered data from different sources, one was from the supervisors, and another was from the subordinates. The study applied convenient sampling to enhance the return rate because it''s difficult to gather data by dyadic questionnaires.
The study results revealed that, no matter in expertise or information product, there were positive relationships between routes and knowledge-based psychological ownership mostly. There was a significant positive relationship between expertise knowledge psychological ownership and knowledge sharing behavior; there was also a positive relationship between information product knowledge psychological ownership and knowledge sharing behavior, but not significant statistically. In addition, Pierce (2001) indicated there could be collinearity existing in independent variables. The study also revealed that there could be collinearity existing in independent variables, but not seriously. Finally, the mediating effects were not found in the research model.
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Chuang, Yu-chen, and 莊育承. "Effects of Prior Knowledge on Cooperative Learning Outcome." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/d2fz55.
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碩士<br>國立中山大學<br>資訊管理學系研究所<br>95<br>Cooperative learning is a major teaching method which is used by many instructors as their teaching framework. It has been proven better than individual and competitive teaching methods by raising higher group achievements and individual achievements with more diverse reasoning and logic thinking, and more creative ideas. Many researchers make their efforts in promoting the outcomes of cooperative learning from different viewpoints. One of them is Zone of Proximal Development (ZPD), which emphasizes that teachers and learners with higher capability can support other learners to develop their ZPD through proper scaffolding. Prior Knowledge plays an important role in scaffolding. In order to maximize the effect of scaffolding, learners supported by scaffolding must possess enough prior knowledge. At the same time, teachers must consider the whole teaching progress and it is difficult to be aware of every individual learner’s learning progress and offer adaptive assistance to each of them. Thus, we propose two mechanisms: knowledge diagnostic and learning material developed by using IT techniques to promote learners’ prior knowledge in a specific domain. Students were given different mechanisms and divided into twenty groups to resolve their cooperative tasks. Their cooperative learning outcomes were measured by tasks achievement and perceived of cooperation process that is composed of perceived of cooperation extent, perceived of task conflict and perceived of emotional conflict. The result shows that the combination of knowledge diagnostic and learning material can promote students’ prior knowledge in the domain we selected. The result of cooperative learning outcomes shows that there is a positive relationship between prior knowledge and task achievement, and a positive relationship between prior knowledge and perceived of task conflict, but there is no significant relationship between prior knowledge and perceived of cooperation extent and nor between prior knowledge and perceived of emotional conflict.
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SHIU, YA-CHI, and 許雅綺. "Knowledge Management and Effects in Taiwan Bicycle Industry." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/2ywn33.
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碩士<br>中原大學<br>會計研究所<br>98<br>This study is focused on the influence of absorptive capability on the financial performance and patent citations of Taiwanese bike manufacturers. The absorptive capability was four levels of knowledge management for manufacturers: knowledge acquisition capability, knowledge digestion capability, knowledge conversion capability, and knowledge utilization capability. This study found that higher levels of knowledge digestion capability have a positive effect on patent citations. Last, knowledge utilization capability has a positive effect on financial performance.
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Weng, Ya-Ling, and 翁雅玲. "Knowledge spillover effects in the Taiwanese manufacturing industry." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/y48fp6.
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碩士<br>國立臺北科技大學<br>服務與科技管理研究所<br>100<br>Research of knowledge spillovers has often suggested that knowledge spillovers have a significant and positive effect on productivity. Moreover, the use of cloud computing in business and product process in recent years has increased noticeably. It is generally agreed that cloud computing has the advantage of reliability, scalability and lower cost etc. However, there is scant research of empirically documented the link between knowledge spillovers and cloud computing. Therefore, the aim of this study attempts to explore how knowledge spillovers and cloud computing are related. This research involved both qualitative and quantitative data analyses. The first step is quantitative analysis of the database which is collected from Taiwan Stock Exchange (TWSE) listed companies. The second step uses case study to examine the relationship between cloud computing and knowledge spillovers. Results of this study show that knowledge spillovers in the Taiwanese manufacturing industry have a little but significant influence on productivity. This research uses Quanta as a case study to examine the relationship between cloud computing and knowledge spillovers. The findings suggest that cloud computing does not have direct effect on knowledge spillovers. This study may lead to a better understanding of the relationship between knowledge spillovers and cloud computing.