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This essay discusses interdisciplinary research in the context of science policy and the practice of science. Comparisons between interdisciplinary research and other forms of cross-disciplinary research are made, and a brief discussion of the development of the concept of interdisciplinarity is provided. The overarching thesis of this essay is that interdisciplinary research is team research, that is, research conducted by a team. This notion is developed via recent policy discussions of team science and the need to understand interdisciplinary research in action. The author shows how it may be possible to consider the implementation of principles from teamwork and team training to improve interdisciplinary research and the practice of team science.

Cognitive processes in teams have been a valuable arena for team researchers to explore. Team cognition research advances and informs a variety of disciplines, including cognitive and social sciences, engineering, military science, organizational science, human factors, medicine, and communications. There has been a great deal of progress in the team cognition literature, yet the field is still in its early stages of maturity. There is much more to be gained from the field's insights and there is a need to unite the diverse array of scholarly ideas that permeate the field. This movement wil.

Knowledge integration in diverse teams depends on their integrative capacity—the social and cognitive processes, along with emergent states, that shape a team's ability to combine diverse knowledge. We argue that integrative capacity represents the potential that a team has to overcome various compositional, team, and contextual barriers to generating integrated and novel knowledge. This article focuses specifically on the unique challenges facing diverse science teams that have the goal of generating novel knowledge at the intersection of disciplinary, practice, and organizational boundaries. The integrative capacity of a science team is argued to help facilitate the social and cognitive integration processes necessary for effective team processes that enhance the likelihood of innovative team outcomes. Implications of our theoretical framework for practice and research on fostering innovation in diverse science teams are discussed.

Objective: A measure of play experience in video games was developed through literature review and two empirical validation studies. Background: Despite the considerable attention given to games in the behavioral sciences, play experience remains empirically underexamined. One reason for this gap is the absence of a scale that measures play experience. Method: In Study 1, the initial Play Experience Scale (PES) was tested through an online validation that featured three different games ( N = 203). In Study 2, a revised PES was assessed with a serious game in the laboratory ( N = 77). Results: Through principal component analysis of the Study 1 data, the initial 20-item PES was revised, resulting in the 16-item PES-16. Study 2 showed the PES-16 to be a robust instrument with the same patterns of correlations as in Study 1 via (a) internal consistency estimates, (b) correlations with established scales of motivation, (c) distributions of PES-16 scores in different game conditions, and (d) examination of the average variance extracted of the PES and the Intrinsic Motivation Scale. Conclusion: We suggest that the PES is appropriate for use in further validation studies. Additional examinations of the scale are required to determine its applicability to other contexts and its relationship with other constructs. Application: The PES is potentially relevant to human factors undertakings involving video games, including basic research into play, games, and learning; prototype testing; and exploratory learning studies.

Objective: This article presents a model for predicting complex collaborative processes as they arise in one-of-a-kind problem-solving situations to predict performance outcomes. The goal is to outline a set of key processes and their interrelationship and to describe how these can be used to predict collaboration processes embedded within problem-solving contexts. Background: Teams are increasingly called upon to address complex problem-solving tasks in novel situations. This represents a domain of performance that to date has been underrepresented in the research literature. Method: Multidisciplinary theoretical and empirical literature relating to knowledge work in teams is synthesized. Results: A set of propositions developed to guide research into how teams externalize cognition and build knowledge in service of problem solving is presented. First, a brief overview of macrocognition in teams is provided to distinguish the present work from other views of team cognition. Second, a description of the foundational theoretical concepts driving the theory of macrocognition in teams presented here is provided. Third, a set of propositions described within the context of a model of macrocognition in teams is forwarded. Conclusion: The theoretical framework described in this article provides a set of empirically testable propositions that can ultimately guide practitioners in efforts to support macrocognition in teams. Application: A theory of macrocognition in teams can provide guidance for the development of training interventions and the design of collaborative tools to facilitate knowledge-based performance in teams.

Abstract. We report the information that in the days of the radio anomaly presented in the paper Biagi et al. (2009) an interruption of the broadcasting from the transmitter (RMC, France) happened. It remains unclear if the action resulted in a complete power off of the system, or in a reduction in the radiated power, and if this has affected France only, or every direction. Should a complete power off have occurred, the proposed pre-seismic defocusing is inexistent. Our doubts on this action are reported.

Abstract. On 6 April 2009 a strong (Mw=6.3) earthquake occurred in the Abruzzo region (central Italy). Since 1996, the intensity of CLT (f=189 kHz, Sicily, Italy), MCO (f=216 kHz, France) and CZE (f=270 kHz, Czech Republic) broadcast signals has been collected with a ten minutes sampling rate by a receiver operating in a place located about 13 km far from the epicenter. During March 2009, the old receiver was substituted with a new one able to measure, with one minute sampling rate, the intensity of five VLF signals and five LF signals radiated by transmitters located in different zones of Europe. The MCO and CZE transmitters mentioned above are included among them. From 31 March to 1 April the intensity of the MCO radio signal dropped and this drop was observed only in this signal. The possibility that the drop was connected to problems in the transmitter or in the receiver was investigated and excluded. So, the drop indicates a defocusing of the radiated signal. Since no particular meteorological situation along the path transmitter-receiver happened, the defocusing must be related to other causes, and a possibility is presented that it is a precursor of the Abruzzo earthquake.

Swift starting action teams (STATs) are increasingly prevalent in organizations, and the development of trust is often a critical issue for their effectiveness. However, current theory and research do not provide a clear picture regarding how trust toward the team (i.e., the team as the target) is developed in these settings. The primary contribution of this article is to present a theoretical framework describing how individual-level trust toward one's team is developed in STAT contexts. This article integrates several existing trust theories into one comprehensive context-specific multilevel theory of how trust develops in STATs from cognitive, affective, behavioral, and contextual perspectives. This framework furthers our understanding of the unique antecedents of initial trust in STATs, how trust attitudes are adjusted over the short amount of time the team interacts, and how the team context influences this developmental process.