The mechanisms of analogical learning
Similarity and analogical reasoning
Mental leaps: analogy in creative thought
Mental leaps: analogy in creative thought
Acceptance of agile methodologies: A critical review and conceptual framework
Decision Support Systems
Negotiation among autonomous computational agents: principles, analysis and challenges
Artificial Intelligence Review
The Benefits of Opponent Models in Negotiation
WI-IAT '09 Proceedings of the 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology - Volume 02
Connecting external knowledge usage and firm performance: An empirical analysis
Journal of Engineering and Technology Management
The Division of Gains from Complementarities in Human-Capital-Intensive Activity
Organization Science
Virtual reality negotiation training increases negotiation knowledge and skill
IVA'12 Proceedings of the 12th international conference on Intelligent Virtual Agents
Learning research in knowledge transfer
WISM'12 Proceedings of the 2012 international conference on Web Information Systems and Mining
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Our review of the learning and training literature revealed four common methods for training people to be more effective negotiators: didactic learning, learning via information revelation, analogical learning, and observational learning. We tested each of these methods experimentally in an experiential context and found that observational learning and analogical learning led to negotiated outcomes that were more favorable for both parties, compared to a baseline condition of learning through experience alone. Information revelation and didactic learning were not significantly different from any other condition. Process measures revealed that negotiators' schemas about the task (reflected in open-ended essays) were strong predictors of performance in the analogical learning condition, but were poor predictors of performance in the remaining conditions. Interestingly, negotiators in the observation group showed the largest increase in performance, but the least ability to articulate the learning principles that helped them improve, suggesting that they had acquired tacit knowledge that they were unable to articulate.