All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Reading electronic mail at the office: Exploring how and why organizational members read information
Unformatted Document Text:  Reading electronic mail 25 that these motivated individuals have cognitive skills which enables them to process information more efficiently. Cognitive skills are based on the individual’s frames of reference. These frames of reference enable the individual to evaluate information on the extent of its relevancy. In effect, irrelevant information can be blocked out (Davis & Olson, 1984). Prior knowledge and experience (i.e., reading experience) of the individual serve as basis for the development of the individual’s frames of reference by establishing patterns consisting of chunks of knowledge. These chunks of knowledge define the understanding of the environment (Fiske, Kinder, & Larter, 1983).Therefore, individuals with a certain need for cognition and with certain cognitive skills do not have to read an email message in its entirety or very thoroughly to find out what the message is about; they will do with skimming a part of the message. Furthermore, the results pointed out in the direction that email messages were read more in their entirety and more thoroughly by participants with a low need for cognition. This result does not subscribe to the assumption we made that individuals with a low need for cognition read email messages less in their entirety and less thoroughly because they are not so motivated to engage in and enjoy effortful information processing. This unexpected result might be explained by the fact that it is imaginable that these individuals do not have such developed cognitive skills as individuals with a higher need for cognition. In other words, it is imaginable that these individuals do not have developed frames of reference. Therefore, they should read messages more in their entirety and more thoroughly to find out what the messages are about. However, this is only the case for participants for which information played a small role in performing their job. So, it seems reasonable to expect that these organizational members do not receive large volumes of information. As a result, they should be able to read the received email messages in their entirety and very thoroughly. In this light, it is to be expected that the participants, with a low need for cognition but for which

Authors: de Bakker, Suzanne. and Elving, Wim.
first   previous   Page 25 of 37   next   last



background image
Reading electronic mail 25
that these motivated individuals have cognitive skills which enables them to process
information more efficiently. Cognitive skills are based on the individual’s frames of
reference. These frames of reference enable the individual to evaluate information on the
extent of its relevancy. In effect, irrelevant information can be blocked out (Davis & Olson,
1984). Prior knowledge and experience (i.e., reading experience) of the individual serve as
basis for the development of the individual’s frames of reference by establishing patterns
consisting of chunks of knowledge. These chunks of knowledge define the understanding of
the environment (Fiske, Kinder, & Larter, 1983).Therefore, individuals with a certain need for
cognition and with certain cognitive skills do not have to read an email message in its entirety
or very thoroughly to find out what the message is about; they will do with skimming a part of
the message.
Furthermore, the results pointed out in the direction that email messages were read
more in their entirety and more thoroughly by participants with a low need for cognition. This
result does not subscribe to the assumption we made that individuals with a low need for
cognition read email messages less in their entirety and less thoroughly because they are not
so motivated to engage in and enjoy effortful information processing. This unexpected result
might be explained by the fact that it is imaginable that these individuals do not have such
developed cognitive skills as individuals with a higher need for cognition. In other words, it is
imaginable that these individuals do not have developed frames of reference. Therefore, they
should read messages more in their entirety and more thoroughly to find out what the
messages are about. However, this is only the case for participants for which information
played a small role in performing their job. So, it seems reasonable to expect that these
organizational members do not receive large volumes of information. As a result, they should
be able to read the received email messages in their entirety and very thoroughly. In this light,
it is to be expected that the participants, with a low need for cognition but for which


Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 25 of 37   next   last

©2012 All Academic, Inc.