The theory of affordances

Adaptive hypermedia is a new direction of research within the area of adaptive and user model-based interfaces. Adaptive hypermedia (AH) systems build a model of the individual user and apply it for adaptation to that user, for example, to adapt the content of a hypermedia page to the user's knowledge and goals, or to suggest the most relevant links to follow. AH systems are used now in several application areas where the hyperspace is reasonably large and where a hypermedia application is expected to be used by individuals with different goals, knowledge and backgrounds. This paper is a review of existing work on adaptive hypermedia. The paper is centered around a set of identified methods and techniques of AH. It introduces several dimensions of classification of AH systems, methods and techniques and describes the most important of them.

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Methods and techniques of adaptive hypermedia

Man's Search for Meaning: An Introduction to Logotherapy.

Thank you very much for reading cognition in the wild. Maybe you have knowledge that, people have look hundreds times for their favorite books like this cognition in the wild, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they cope with some harmful virus inside their laptop. cognition in the wild is available in our digital library an online access to it is set as public so you can download it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the cognition in the wild is universally compatible with any devices to read.

Cognition In The Wild

which is used to describe a third component of thinking processes, particularly preverbal, and it denotes the concept that the world is activated by some generalized "energy" that links together causally all objects and events ; it is presumably revealed by a person's lack of curiosity about causal connections, as though they were self-evident. Aside from the rather frequent use of such key words, having strong connotations for this reviewer far away from what the author is aiming to denote, the book is written in a lucid and stimulating style that makes reading it an invigorating intellectual exercise. It is a book that is likely to have somewhat limited attraction to the full-time clinician, especially one treating adult patients. And child psychiatrists and psychologists, if reasonably well read, will most likely be familiar with the majority of references from which this author has synthesized his material. On the other hand, the scholarly and refreshing con¬ ceptual approaches of the author will appeal to psychologists, philosophers, linguists, and psychiatrists with a research bent and anyone else who wants to be provoked to do some thinking on the problems of language, language development, and the psychology of cognition. Louis A. GOTTSCHALK, M.D. Plans and the Structure of Behavior. By George A Miller, Eugene gALANTER, and Karl H. Pribram. Price, $5.00. Pp. 226. Henry Holt & Co., Inc., New York 17, 1960. This is an important book for psychiatrists and behavioral scientists, since it presents a clear, concise study of the application of cybernetics, information and computer theory to the problem of analyzing behavior. The authors have been actively engaged in behavioral research in different areas\p=m-\Millerin information and communication, Galanter in experimental psychology, and Pribram in neurophysiology. The book resulted from a series of discussions which they engaged in during a year they spent together at the Center for Advanced Study in the Behavioral Sciences, Palo Alto, Calif. Their original intent was to write a diary, as it were, of the development of their ideas and, fortunately, enough of this remains to make the book clear, easy to read, and interesting. It is also fortunate, however, that in the final writing a variety of studies comparing the "behavior" of computing machines with human "cognitive behavior" have been reviewed and summarized. The result is one of the best presentations of the present status of the brain-computer problem. The authors, however, do not discuss certain aspects of this problem, such as the difference between the brain and its vast number of parallel channels, but few operations, and the modern high-speed computer with its few channels and vast numbers of operations. This omission is consistent with their interest, since it would introduce the question of mechanisms rather than the problem of the structure of behavior as it is observed in everyday life in the clinic and in experiments on learning, conditioning, etc. Similarly, they do not discuss the qualitative differences between mechanisms of memory in the computer and those in the brain. In the former, a "memory"\p=m-\ i.e., stored information\p=m-\isidentified, metaphorically speaking, by an address, whereas no such mechanism is known in the brain (personal communication, Dr. Julian Bigelow). With few exceptions, however, the data, concepts, and theories presented are handled with elegant precision, as illustrated by the discussion of Sherrington's concepts of the "Reflex" and the "Synapse," Kurt Lewin's ideas of "tension states," and the numerous references to the work of Newell, Shaw, and Simon on computers and logic. There are, nevertheless, areas with

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Plans and the Structure of Behavior

Activity theory holds that the human mind is the product of our interaction with people and artifacts in the context of everyday activity. Acting with Technology makes the case for activity theory as a basis for understanding our relationship with technology. Victor Kaptelinin and Bonnie Nardi describe activity theory's principles, history, relationship to other theoretical approaches, and application to the analysis and design of technologies. The book provides the first systematic entry-level introduction to the major principles of activity theory. It describes the accumulating body of work in interaction design informed by activity theory, drawing on work from an international community of scholars and designers. Kaptelinin and Nardi examine the notion of the object of activity, describe its use in an empirical study, and discuss key debates in the development of activity theory. Finally, they outline current and future issues in activity theory, providing a comparative analysis of the theory and its leading theoretical competitors within interaction design: distributed cognition, actor-network theory, and phenomenologically inspired approaches. Acting with Technology series

Acting with Technology: Activity Theory and Interaction Design

Recently interest has grown in applying activity theory, the leading theoretical approach in Russian psychology, to issues of human-computer interaction. This chapter analyzes why experts in the field are looking for an alternative to the currently dominant cognitive approach. The basic principles of activity theory are presented and their implications for human-computer interaction are discussed. The chapter concludes with an outline of the potential impact of activity theory on studies and design of computer use in real-life settings.

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Activity theory: implications for human-computer interaction

The concept of “the object of activity” plays a key role in current research based on activity theory. However, the usefulness of this concept is somewhat undermined by the fact that a number of pr ...

The Object of Activity: Making Sense of the Sense-Maker.

I Introduction In recent years, specialists in human–computer interaction (HCI) have come to appreciate the importance of understanding the context in which computer-supported activities take place [1]. Such understanding directly affects design and evaluation by revealing what users are up to and how they might most effectively use a technology. The idea is to gain this understanding before the design process has progressed too far, or during evaluation, when openings for modifications and improvements to the technology exist. There have been several attempts to come up with tools and techniques to support taking context into account in the design and evaluation of computer technologies. These approaches include task analysis [6], participa-tory design [3], and contextual design [7], among others. However, contextual factors are notoriously elusive and difficult to pin down [5], so there is still a need for conceptual tools to deal with context at a practical level. The existing approaches to context are for the most part " bottom up " ones. They start with an empirical analysis of contextual factors and gradually develop concepts such as " task decomposition " [6], " future workshops " [3], or " flow models " [7], which later can be put in an appropriate theoretical framework. From our point of view, this " bottom up " or empirically-driven strategy can be complemented with a " top down " one, that is, starting with an abstract theoretical representation of context and then situating this representation in the reality of design and evaluation. Borrowing Brown and Duguid's well-known metaphor [5], we can say that if it is difficult to grapple with the " whale " of context by trying to get a firm grip on its specific parts, let's try a large net instead. In this paper we present a tool that is directly shaped by a general theoretical approach—activity theory [10, 11, 18]. Activity theory provides a broad theoretical framework for describing the structure, development , and context of human activity. In the 1990s, activity theory has been applied to problems of human–computer interaction by an international community of scholars and practitioners [1–4, 8, 9, 12]. Activity theory is framed by several basic principles (explained in the next section): hierarchical structure of activity, object-ori-entedness, internalization and–externaliza-tion, tool mediation, and development. These general principles help orient thought and research, but they are somewhat abstract when it comes to the actual business of working on …

Methods & tools: The activity checklist: a tool for representing the “space” of context

The field of human-computer interaction (HCI) presents an enormous theoretical challenge to researchers trying to establish it as an integrated field of studies. To become such a field, HCI should be based on a conceptual scheme powerful enough to incorporate both human beings and computer technology within a coherent theoretical framework. One possible solution is based on the cognitive approach, according to which both human beings and computers can be considered as information processing units. If the basic mechanisms underlying human cognition and those underlying the functioning of computer systems are essentially the same, it is possible to use the same concepts and methods to analyze both entities and eventually to build a general theory that explains the functioning of higher-level systems composed of both human beings and computers. Another broad approach, which is becoming more popular, is based on a radically different assumption. It assumes that what is needed to make HCI a conceptually integrated field is a theory that describes and explains the larger context of human interaction with computers. This second approach employs another feature human beings and computers have in common: both are involved in real-life activities of computer use. If we can provide an account of the general context of computer use and identify the place of human beings and computers within this overarching scheme, we can understand interaction between them without assuming that they are basically the same kinds of entities. There are several versions of the contextual approach to HCI (see Nardi, chapter 4, this volume), which are almost unrelated to each other. What they have in common is their opposition to the currently dominant cognitive approach and related methodology and the more or less explicitly formulated idea that both human beings and computers develop in the process of cultural history and can be understood only within a social context. Activity theory is one of the concrete versions of the contextual approach. The theory is becoming more talked about in the field of HCI, but is still ``opaque'' for most researchers (Brusilovsky, Burmistrov, and Kaptelinin 1993). This chapter discusses the potential advantages and limitations of activity theory as a conceptual framework for HCI. It is not intended to present the basic ideas and principles of activity theory in relation to HCI (for such an introduction, see Bodker 1989, 1991; Kaptelinin 1992, this volume; Kuutti 1992, this volume; Zinchenko 1992, this volume) but instead attempts to put the theory into the context of the problems that researchers in the field are currently encountering.

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Victor Kaptelinin

Papers

Acting with Technology: Activity Theory and Interaction Design

Activity theory: implications for human-computer interaction

The Object of Activity: Making Sense of the Sense-Maker.

Methods & tools: The activity checklist: a tool for representing the “space” of context

Computer-mediated activity: functional organs in social and developmental contexts