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  • × author_ss:"Zhou, H."
  • × language_ss:"e"
  1. Zhang, D.; Zambrowicz, C.; Zhou, H.; Roderer, N.K.: User information seeking behavior in a medical Web portal environment : a preliminary study (2004) 0.02
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  2. Zhou, H.; Xiao, L.; Liu, Y.; Chen, X.: ¬The effect of prediscussion note-taking in hidden profile tasks (2018) 0.02
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    Abstract
    Prior research has discovered that groups tend to discuss shared information while failing to discuss unique information in decision-making processes. In our study, we conducted a lab experiment to examine the effect of prediscussion note-taking on this phenomenon. The experiment used a murder-mystery hidden profile task. In all, 192 undergraduate students were recruited and randomly assigned into 48 four-person groups with gender being the matching variable (i.e., each group consisted of four same-gender participants). During the decision-making processes, some groups were asked to take notes while reading task materials and had their notes available in the following group discussion, while the other groups were not given this opportunity. Our analysis results suggest that (a) the presence of an information piece in group members' notes positively correlates with its appearance in the subsequent discussion and note-taking positively affects the group's information repetition rate; (b) group decision quality positively correlates with the group's information sampling rate and negatively correlates with the group's information sampling/repetition bias; and (c) gender has no statistically significant moderating effect on the relationship between note-taking and information sharing. These results imply that prediscussion note-taking could facilitate information sharing but could not alleviate the biased information pooling in hidden profile tasks.
  3. Wang, X.; Song, N.; Zhou, H.; Cheng, H.: Argument ontology for describing scientific articles : a statistical study based on articles from two research areas (2019) 0.00
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  4. Song, N.; Cheng, H.; Zhou, H.; Wang, X.: Linking scholarly contents : the design and construction of an argumentation graph (2022) 0.00
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  5. Wang, X.; Song, N.; Zhou, H.; Cheng, H.: ¬The representation of argumentation in scientific papers : a comparative analysis of two research areas (2022) 0.00
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  6. Zhou, H.; Dong, K.; Xia, Y.: Knowledge inheritance in disciplines : quantifying the successive and distant reuse of references (2023) 0.00
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    Abstract
    How the knowledge base of disciplines grows, renews, and decays informs their distinct characteristics and epistemology. Here we track the evolution of knowledge bases of 19 disciplines for over 45 years. We introduce the notation of knowledge inheritance as the overlap in the set of references between years. We discuss two modes of knowledge inheritance of disciplines-successive and distant. To quantify the status and propensity of knowledge inheritance for disciplines, we propose two indicators: one descriptively describes knowledge base evolution, and one estimates the propensity of knowledge inheritance. When observing the continuity in knowledge bases for disciplines, we show distinct patterns for STEM and SS&H disciplines: the former inherits knowledge bases more successively, yet the latter inherits significantly from distant knowledge bases. We further discover stagnation or revival in knowledge base evolution where older knowledge base ceases to decay after 10 years (e.g., Physics and Mathematics) and are increasingly reused (e.g., Philosophy). Regarding the propensity of inheriting prior knowledge bases, we observe unanimous rises in both successive and distant knowledge inheritance. We show that knowledge inheritance could reveal disciplinary characteristics regarding the trajectory of knowledge base evolution and interesting insights into the metabolism and maturity of scholarly communication.
  7. Zhou, H.; Guns, R.; Engels, T.C.E.: Towards indicating interdisciplinarity : characterizing interdisciplinary knowledge flow (2023) 0.00
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  8. Zhou, H.; Guns, R.; Engels, T.C.E.: Are social sciences becoming more interdisciplinary? : evidence from publications 1960-2014 (2022) 0.00
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