Theorizing the Multilevel Effects of Interruptions and the Role of Communication Technology
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Our understanding of how interrupting the work of an individual affects group outcomes and the role of communication technologies (CT) in shaping these effects is limited. Drawing upon coordination theory and the literatures on computer-mediated communication and interruptions, this paper develops a multilevel theory of work interruptions. It suggests that interruptions that target individuals can also affect other group members through various ripple effects and a cross-level direct effect. We also discuss how the usage of five CT capabilities during interruption episodes can moderate the impact of interruptions at the individual and group levels. Our theoretical model draws attention to the importance of examining the individual-to-group processes to better understand the impact of interruptions in group environments. Additionally, by accounting for the role of the use of CT capabilities during interruption episodes, our work contributes to both the interruptions literature, which dedicates scant attention to the interrupting media, and to IS research on media use and media effects.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it