His main research concerns Knowledge management, Teamwork, Science of team science, Context and Cognitive psychology. His Knowledge management study combines topics from a wide range of disciplines, such as Process and Shared cognition. His study explores the link between Teamwork and topics such as Team science that cross with problems in Empirical research.
Stephen M. Fiore usually deals with Science of team science and limits it to topics linked to Engineering ethics and Science education and Scientific enterprise. As part of the same scientific family, Stephen M. Fiore usually focuses on Context, concentrating on Action and intersecting with Pedagogy, Social group, Science policy and Organizational effectiveness. His Cognitive psychology research incorporates elements of Computer-Assisted Instruction, Social psychology, Card sorting, Perception and Comprehension.
Stephen M. Fiore focuses on Knowledge management, Cognitive psychology, Context, Training and Task. His biological study deals with issues like Teamwork, which deal with fields such as Team science. His study in Cognitive psychology is interdisciplinary in nature, drawing from both Metacognition, Social psychology, Perception and Comprehension.
His Context study incorporates themes from Engineering ethics and Human–robot interaction. His Human–robot interaction research is multidisciplinary, relying on both Social relation, Cognitive science and Human–computer interaction. His Task research is multidisciplinary, incorporating perspectives in Management science and Knowledge acquisition.
Knowledge management, Collaborative Problem Solving, Context, Training and Task are his primary areas of study. When carried out as part of a general Knowledge management research project, his work on Knowledge building and Team effectiveness is frequently linked to work in Team learning, therefore connecting diverse disciplines of study. His studies in Collaborative Problem Solving integrate themes in fields like Teamwork, Management science, Engineering ethics and Engineering management.
His research integrates issues of Sociotechnical system, Process and Multiculturalism in his study of Teamwork. His research investigates the link between Context and topics such as Team composition that cross with problems in Empirical evidence, Science of team science and Scientific enterprise. The study incorporates disciplines such as Cognitive psychology, Latent growth modeling and Human–robot interaction in addition to Task.
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Team cognition : understanding the factors that drive process and performance
Eduardo Salas;Stephen M. Fiore.
A Multi-Level Systems Perspective for the Science of Team Science
Katy Börner;Noshir Contractor;Holly J. Falk-Krzesinski;Stephen M. Fiore.
Interdisciplinarity as Teamwork How the Science of Teams Can Inform Team Science
Stephen M. Fiore.
Small Group Research (2008)
Distributed coordination space: Toward a theory of distributed team process and performance
Stephen M. Fiore;Eduardo Salas;Haydee M. Cuevas;Clint A. Bowers.
Theoretical Issues in Ergonomics Science (2003)
The Role of Shared Cognition in Enabling Shared Leadership and Team Adaptability
C. Shawn Burke;Stephen M. Fiore;Eduardo Salas.
Accelerated Expertise: Training for High Proficiency in a Complex World
Robert R. Hoffman;Paul Ward;Paul J. Feltovich;Lia DiBello.
Toward an understanding of macrocognition in teams: predicting processes in complex collaborative contexts.
Stephen M. Fiore;Michael A. Rosen;Kimberly A. Smith-Jentsch;Eduardo Salas.
Human Factors (2010)
At a Loss From Words: Verbal Overshadowing of Perceptual Memories
Jonathan W. Schooler;Stephen M. Fiore;Maria A. Brandimonte.
Psychology of Learning and Motivation (1997)
Emerging themes in distance learning research and practice: some food for thought
Eduardo Salas;Mary P. Kosarzycki;C. Shawn Burke;Stephen M. Fiore.
International Journal of Management Reviews (2002)
Developing the Future Workforce: An Approach for Integrating Interpersonal Skills Into the MBA Classroom
Wendy L. Bedwell;Stephen M. Fiore;Eduardo Salas.
Academy of Management Learning and Education (2014)
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