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This study analyzes the non-cognitive factors of human capital development and their impact on innovation as an organizational created value. Hypotheses are presented on the direct, positive influence of six behavioral and psychological factors on innovation. A quantitative method was used to analyze the data collected through a survey, including 204 respondents working in the IT field in Bulgaria and other countries. The results of the proposed regression model show a statistically significant relationship between non-cognitive influence factors and innovation, revealing the importance and need to consider these elements when measuring, analyzing, and investing in human capital. This research provides a clear direction for further analysis of the importance of non-cognitive factors for human capital value creation and can be of practical use to organizations in their human capital development strategies and planning.

Background: Textual data analysis has become a popular method for examining complex human behavior in various fields, including psychology, psychiatry, sociology, computer science, data mining, forensic sciences, and communication studies. However, identifying the most relevant textual parameters for analyzing complex behavior is still a challenge. Goal of Study: This paper aims to explore potential textual parameters that could be useful in analyzing behavior through complex textual data. Furthermore, we have examined the randomly generated text based on different textual parameters. Methods: To achieve this goal, we conducted a comprehensive review of the literature on textual data analysis and identified several potential topics that could be relevant, such as sentiment analysis, discourse analysis, lexical analysis, and syntactic analysis. We discuss the theoretical background and practical implications of each parameter and provide examples of how they have been used in previous research. Furthermore, we highlight the importance of considering the context in which these parameters are applied and the need for interdisciplinary collaboration to gain a deeper understanding of complex behavior through textual data analysis. Furthermore, we have provided Python code in the Supplementary Materials to facilitate a comprehensive analysis of such behaviors. In addition, to generate the text for analysis, we utilized ChatGPT 3.5 Turbo by requesting it to generate a random text of 1000 words divided into five paragraphs. Afterwards, we applied the provided Python code to analyze the randomly generated text. Conclusion: Overall, this paper provides a foundation for researchers to identify relevant textual parameters to analyze complex human behavior in their respective fields such as linguistics, sociology, psychiatry, and psychology.

Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain a competitive advantage in their field. Learning has long been touted as the key to leveraging limited resources to gain a corner in the market. However, organizations continue to struggle with the management of diversity, as well as systems and processes that promote learning at an organizational level. This study sought to explore a theorized relationship between individual problem-solving style, an aspect of cognitive diversity, and organizational learning capability. Two Midwestern companies participated in this sequential explanatory mixed methods study that aimed to: (a) examine the influence of cognitive style on organizational learning; (b) explore the differences between more adaptive and more innovative individuals, with respect to their organization's cognitive climate, in terms of their development and modification of learning frameworks and shared mental models; (c) determine what role more adaptive and more innovative individuals play in catalyzing organizational learning, namely double-loop and deutero-learning; and (d) identify inhibitors of double-loop and deutero-learning, distinguishing differences for more adaptive and more innovative problem solvers. Findings indicate that there was no relationship between problem-solving style, measured by KAI total scores, and organizational learning capability total scores in one organization and a small correlation between the scales of a second organization. This finding supports Kirton's (2011) assertions that problem-solving style is independent of learning, but some organizations may have small relationships between individual's problem-solving style and organizational learning based on various organizational dynamics. Five themes emerged as cultural mediators of cognitive diversity in the context of catalyzing organizational learning: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. These themes, collectively, assert the importance of a culture that puts culture first. In practice, leaders and managers may find that a clearly defined culture that supports and promotes the use of systems and procedures to collaboratively solve problems and extend learning from individual to organizational is essential to mitigating the challenges that may result from exploiting cognitive diversity in the workplace. ; Ph. D. ; Change is a constant for organizations as they strive to compete for resources in a global marketplace. In order to gain and maintain a competitive advantage, organizations are challenged to manage change, as well as diversity and differences among employees, effectively. An understanding of how these differences, namely cognitive diversity, impact problem solving and learning is central to this study, as diversity in the workplace continues to increase and the need to problem solve and learn together necessitates management of this particular aspect of diversity. Furthermore, the relationship between these two processes, specifically at the individual level, has not been clearly explicated. This study sought to explore a central question: Does the manner and style by which an individual prefers to engage in the problem-solving process catalyze organizational learning in the form of revised policies and procedures (single-loop), amended norms, values, or core focus (double-loop), or changes to the frameworks and mental models that produce learning outcomes (deutero-learning)? Two Midwestern companies participated in this study and provided the first empirical data to suggest that problem-solving style is unrelated to ones organizational learning capability. Through a series of interviews, five practices appear to mediate aspects of an organizations culture and reduce the challenges associated with the management of cognitive diversity that often limit the success of problem solving and learning efforts. These mediating cultural factors are: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. While these findings are not novel, they do underscore the importance of culture in developing the systems and structures that promote effective problem solving and learning at an organizational level. These results suggest that leaders and managers must continue to advocate for and manage cognitive diversity as the problems faced by organizations today are more complex and intractable. By employing mediating cultural factors and investing resources in a culture first environment, the benefits of cognitive diversity can be exploited for organizational gain and managed to minimize coping. Championing a strategic learning environment provides a context in which individual learning and social structures permit powerful higher-order learning that engages, challenges, clarifies, and optimizes the shared resources available for problem solving and organizational success.

Underwater close visual inspection (CVI) and magnetic particle inspection (MPI) are major components of the commercial diver's job of nondestructive testing and the maintenance of subsea structures. We explored the accuracy of CVI in Experiment 1 and that of MPI in Experiment 2 and observed high error rates (47% and 24%, respectively). Performance was strongly correlated with embedded figures and visual search tests and was unrelated to length of professional diving experience, formal inspection qualification, or age. Cognitive tests of memory for designs, spatial relations, dotted outlines, and block design failed to correlate with performance. Actual or potential applications of this research include more reliable inspection reporting, increased effectiveness from current inspection techniques, and directions for the refinement of subsea inspection equipment.

Emotion-motivation models propose that behaviors, including health behaviors, should be predicted by the same variables that also predict negative affect since emotional reactions should induce a motivation to avoid threatening situations. In contrast, social cognitive models propose that safety behaviors are predicted by a different set of variables that mainly reflect cognitive and socio-structural aspects. Here, we directly tested these opposing hypotheses in young adults (N = 4134) in the context of COVID-19-related safety behaviors to prevent infections. In each participant, we collected measures of negative affect as well as cognitive and socio-structural variables during the lockdown in the first infection wave in Germany. We found a negative effect of the pandemic on emotional responses. However, this was not the main predictor for young adults' willingness to comply with COVID-19-related safety measures. Instead, individual differences in compliance were mainly predicted by cognitive and socio-structural variables. These results were confirmed in an independent data set. This study shows that individuals scoring high on negative affect during the pandemic are not necessarily more likely to comply with safety regulations. Instead, political measures should focus on cognitive interventions and the societal relevance of the health issue. These findings provide important insights into the basis of health-related concerns and feelings as well as behavioral adaptations.

We used imitation as a tool for investigating how young children code action. The study was designed to examine the errors children make in re‐enacting manual gestures they see. Thirty‐two 3‐year‐old children served as subjects. Each child was shown 24 gestures, generated by systematically crossing four factors: visual monitoring, spatial endpoint, movement path, and number of hands. The results showed no difference as a function of whether the children could visually monitor their own responses. Interestingly, children made significantly more errors when the adult's action terminated on a body part than they did when the same movement terminated near the body part. There were also significantly more errors when the demonstrated act involved crossing midline than when it did not, and more errors when it involved one hand rather than two hands. Our hypothesis is that human acts are coded in terms of goals. The goals are hierarchically organized, and because young children have difficulty simultaneously integrating multiple goals into one act they often re‐enact the goals that are ranked higher, which leads to the errors observed. We argue that imitation is an active reconstruction of perceived events and taps cognitive processing. We suggest that the goal‐based imitation in 3‐year‐olds is a natural developmental outgrowth of the perceptual–motor mapping and goal‐directed coding of human acts found in infancy.

Emotion-motivation models propose that behaviors, including health behaviors, should be predicted by the same variables that also predict negative affect since emotional reactions should induce a motivation to avoid threatening situations. In contrast, social cognitive models propose that safety behaviors are predicted by a different set of variables that mainly reflect cognitive and socio-structural aspects. Here, we directly tested these opposing hypotheses in young adults (N = 4134) in the context of COVID-19-related safety behaviors to prevent infections. In each participant, we collected measures of negative affect as well as cognitive and socio-structural variables during the lockdown in the first infection wave in Germany. We found a negative effect of the pandemic on emotional responses. However, this was not the main predictor for young adults' willingness to comply with COVID-19-related safety measures. Instead, individual differences in compliance were mainly predicted by cognitive and socio-structural variables. These results were confirmed in an independent data set. This study shows that individuals scoring high on negative affect during the pandemic are not necessarily more likely to comply with safety regulations. Instead, political measures should focus on cognitive interventions and the societal relevance of the health issue. These findings provide important insights into the basis of health-related concerns and feelings as well as behavioral adaptations.

Emotion-motivation models propose that behaviors, including health behaviors, should be predicted by the same variables that also predict negative affect since emotional reactions should induce a motivation to avoid threatening situations. In contrast, social cognitive models propose that safety behaviors are predicted by a different set of variables that mainly reflect cognitive and socio-structural aspects. Here, we directly tested these opposing hypotheses in young adults (N = 4134) in the context of COVID-19-related safety behaviors to prevent infections. In each participant, we collected measures of negative affect as well as cognitive and socio-structural variables during the lockdown in the first infection wave in Germany. We found a negative effect of the pandemic on emotional responses. However, this was not the main predictor for young adults' willingness to comply with COVID-19-related safety measures. Instead, individual differences in compliance were mainly predicted by cognitive and socio-structural variables. These results were confirmed in an independent data set. This study shows that individuals scoring high on negative affect during the pandemic are not necessarily more likely to comply with safety regulations. Instead, political measures should focus on cognitive interventions and the societal relevance of the health issue. These findings provide important insights into the basis of health-related concerns and feelings as well as behavioral adaptations.

Employees' transition from wage employment to entrepreneurship, influenced by cognitive factors, has garnered significant scholarly attention. Despite this focus, the conventional Push and Pull Model, explaining these cognitive factors, has generated inconsistent findings. Our study critically reviews the cognitive factors shaping employees' entrepreneurial transitions. Utilizing the Kaleidoscope Career Model parameters, we categorize these cognitive factors based on an analysis of 78 articles. Our comprehensive analysis identifies 23 distinct cognitive factors related to these transitions, which shed light on the multifaceted nature of employees' decision-making processes. Our review reveals the limitations of the existing Push and Pull Model and advocates for the Kaleidoscope Career Model as an alternative model, which we argue offers a nuanced understanding of entrepreneurial transitions. Our research contributes to existing knowledge and provides a foundation for future studies, guiding scholars toward a more comprehensive exploration of employees' transitions into entrepreneurship.