体验式学习中的推理解释动力:从模糊体验中解读隐藏目标

IF 8.3 1区 管理学 Q1 BUSINESS Administrative Science Quarterly Pub Date : 2024-09-07 DOI:10.1177/00018392241273301
Bryan Spencer, Claus Rerup
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引用次数: 0

摘要

根据卡内基学院的体验式学习传统,学习过程是由相对于可观察目标的经验解释所驱动的。以往的研究曾考虑过模棱两可会如何使解释复杂化,但却很少考虑制定隐藏目标所产生的模棱两可的经验会如何使解释过程复杂化。通过对分布式金融组织 CryptoTradingGroup(CTG)及其与加密货币投资社区 MajorCryptoCommunity(MCC)的互动进行为期 13 个月的归纳研究,我们考察了行为者在面对隐藏目标和模糊经验时如何进行有效的解释和学习。我们研究了 CTG 中的行为人如何在后台秘密聊天室中策划隐藏的市场操纵目标,同时在前台利用无效信息对 MCC 进行攻击。我们的分析揭示了 MCC 如何通过我们称之为 "推理解释 "的过程破译隐藏的市场操纵目标并阻止欺诈的动态过程。推理诠释摒弃了很少考察诠释的统计推理有效学习模式,展示了异质行动者在学习过程中如何从模棱两可的经验中所蕴含的线索中建构理解。当现实性、因果性和意向性被掩盖时,我们的研究使解释(即意义建构)成为经验学习概念的核心。
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The Dynamics of Inferential Interpretation in Experiential Learning: Deciphering Hidden Goals from Ambiguous Experience
According to the Carnegie School tradition of experiential learning, learning processes are driven by interpretations of experience relative to an observable goal. While prior research has considered how ambiguity may complicate interpretation, it has seldom considered how ambiguous experience emanating from the enactment of hidden goals may complicate the interpretive process. Drawing on a 13-month inductive study of CryptoTradingGroup (CTG), a distributed financial organization, and its interactions with MajorCryptoCommunity (MCC), a cryptocurrency investment community, we examine how actors engage in effective interpretation and learning when they face hidden goals and ambiguous experience. We examine how perpetrators in CTG plotted a hidden market manipulation goal in a backstage secret chatroom while simultaneously targeting MCC with invalid information enacted in the frontstage. Our analysis unpacks the dynamics of how MCC deciphered the hidden market manipulation goal and stopped the fraud through a process that we label inferential interpretation. In shifting away from a model of effective learning with statistical inference, in which interpretation is rarely examined, inferential interpretation shows how heterogeneous actors construct understandings from cues embedded in ambiguous experience during the learning process. Our study makes interpretation, i.e., the construction of meaning, central to conceptions of experiential learning when reality, causality, and intentionality are obscured.
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来源期刊
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期刊介绍: Administrative Science Quarterly, under the ownership and management of the Samuel Curtis Johnson Graduate School of Management at Cornell University, has consistently been a pioneer in organizational studies since the inception of the field. As a premier journal, it consistently features the finest theoretical and empirical papers derived from dissertations, along with the latest contributions from well-established scholars. Additionally, the journal showcases interdisciplinary work in organizational theory and offers insightful book reviews.
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