Cognition In The Wild
01 Jan 2016-
TL;DR: The cognition in the wild is universally compatible with any devices to read and is available in the digital library an online access to it is set as public so you can download it instantly.
Abstract: 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.
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TL;DR: This article introduced the concept of geopolitical affect in landscape photography and video, focusing on two series by the US artist Connie Samaras: V.A.L.I.S. (2004-5) and Edge of Twilight (2011).
Abstract: This article introduces the concept of geopolitical affect in landscape photography and video, focusing on two series by the US artist Connie Samaras: V.A.L.I.S. (2004-5) and Edge of Twilight (2011...
13 citations
Cites background from "Cognition In The Wild"
...And the platform itself moves (on the ocean, in his example’s case) (Hutchins, 1995)....
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Dissertation•
01 Feb 2016
TL;DR: In this paper, the authors introduce l'analyse de l'activite humaine en situation reelle de formation dans les boucles de conception d'une plate-forme de formation collaborative.
Abstract: Ce travail de these s’inscrit dans un projet de conception de plate-forme d’apprentissage finance par la societe STDI, societe specialisee dans le developpement d’applications numeriques a vocation pedagogique. Ce projet s’est deroule au CERV (Centre Europeen de Realite Virtuelle) avec pour vocation de s’appuyer sur l’apport offert par les technologies liees a la realite virtuelle.Dans la continuite de plusieurs travaux prealablement realises au CERV, notre demarche scientifique s’est attachee a introduire l’analyse de l’activite humaine en situation reelle de formation dans les boucles de conception d’une plate-forme de formation collaborative. Ce travail d’analyse a pu etre realise en collaboration avec le SDIS 56 dans le cadre de la formation pratique des chefs d’agres chez les sapeurs-pompiers. Ce travail s’est articule autour de trois objets de recherche soulevant chacun des enjeux scientifiques specifiques : etudier la complexite de l’activite decisionnelle des chefs d’agres en situation d’intervention ; la coordination des equipes en intervention ; et l’activite des formateurs dans des situations de formation a risques.En faisant des choix methodologiques s’inspirant de l’approche naturaliste, nos differents niveaux d’analyse ont pu mettre en evidence plusieurs resultats. L’analyse individuelle souligne pour le chef d’agres l’alternance decisionnelle entre analyse de la situation et mise en place de l’intervention ainsi que l’importance des processus d’anticipation et de planification. L’analyse collective met en evidence l’articulation en cours d’intervention des activites individuelles de construction de signification en fonction des objectifs personnels et de la configuration spatiale et fonctionnelle de l’equipe. Enfin, l’analyse de l’activite des formateurs permet de preciser leur role de gestionnaire des situations de simulation ainsi que celui de facilitateur au cours des debriefings permettant une construction de connaissance a posteriori.La prise en compte de nos differents resultats a permis une prise en consideration globale de l’environnement virtuel de formation et a ouvert certaines pistes de developpement des outils pedagogiques deja existants.
13 citations
Additional excerpts
...C’est à dire que la CSA ne serait pas à proprement parler une entité à part entière située en chacun des membres et partagée similairement mais serait au contraire imaginée comme une propriété émergeant de l’interaction entre ces membres (Hutchins, 1995)....
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TL;DR: Issues with teamwork, cognitive processes and team members' interaction with cognitive artefacts influenced the discharge process, and strategies to improve shared situational awareness are needed to improve teamwork, patient flow and resource efficiency.
Abstract: Aims and objectives
To better understand and identify vulnerabilities and risks in the ICU patient discharge process, which provides evidence for service improvement.
Background
Previous studies have identified that ‘after hours’ discharge and ‘premature’ discharge from ICU are associated with increased mortality. However, some of these studies have largely been retrospective reviews of various administrative databases, while others have focused on specific aspects of the process, which may miss crucial components of the discharge process.
Design
This is an ethnographic exploratory study.
Methods
Distributed cognition and activity theory were used as theoretical frameworks. Ethnographic data collection techniques including informal interviews, direct observations and collecting existing documents were used. A total of 56 one-to-one interviews were conducted with 46 participants; 28 discharges were observed; and numerous documents were collected during a five-month period. A triangulated technique was used in both data collection and data analysis to ensure the research rigour.
Results
Under the guidance of activity theory and distributed cognition theoretical frameworks, five themes emerged: hierarchical power and authority, competing priorities, ineffective communication, failing to enact the organisational processes and working collaboratively to optimise the discharge process. Issues with teamwork, cognitive processes and team members' interaction with cognitive artefacts influenced the discharge process.
Conclusion
Strategies to improve shared situational awareness are needed to improve teamwork, patient flow and resource efficiency. Tools need to be evaluated regularly to ensure their continuous usefulness.
Relevance to clinical practice
Health care professionals need to be aware of the impact of their competing priorities and ensure discharges occur in a timely manner. Activity theory and distributed cognition are useful theoretical frameworks to support healthcare organisational research.
13 citations
Cites background from "Cognition In The Wild"
...Hutchins et al. (2001) suggest that cognitive processes are distributed through time where earlier events transform later events....
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...…cognition framework, the unit of analysis is the cognitive activity system, which consists of three dimensions: cognition distributed among a collection of individuals, the relationships among the individuals (teamwork) and the artefacts (tools) with which they interact with (Hutchins 1995a)....
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...Distributed cognition is defined as a branch of the cognitive sciences that explores and analyses cognition in real-world settings (Hutchins 1995a,b, Star 1996, Decortis et al. 2000, Hutchins et al. 2001)....
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...Shared situational awareness members (Hutchins 1995a, Hollan et al. 2000)....
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...A cognitive work system is composed of a collection of individuals, the artefacts (tools) they interact with and their relations to each other in a large work environment (Hutchins 1995b, Le Bot 2004)....
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Dissertation•
01 Jan 2015
TL;DR: It is suggested that the manuscript should be rewritten in a chapters-by- chapters format to facilitate more detailed discussion of the author’s research and its findings.
Abstract: Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high school and at an experimental school in Taiwan were discussed in this study. This research utilized qualitative methods. The study adopted content analysis approaches from a qualitative perspective. This was combined with the perspectives of social constructivism and situated learning theories to interpret students’ learning and growth. The research findings of this study revealed differences in the group of students exposed to the constructivists teaching environment. These differences were evident in their mathematical competencies and richer students’ autonomy. However, when compared to the traditional teaching environment there were several challenges such as time use, understanding all classmates’ dialogue, mathematical writing ability in explaining and communicating their thinking and more teacher work. Constructivist class discussion classrooms in this study appeared open, relaxed, lively, friendly, and supportive of each other in building new knowledge. This was apparent in School E where the environment provided more opportunities for students to develop their own mathematical ideas. This environment also produced a more social/collective/adaptive form of mathematical knowledge, with ongoing assessment of information provided by the teachers, to inform instructional practices. The data presented here show that students exposed to the constructivist discussion approach had richer learning experiences which may be viewed as a result of their active participation during instruction. Compared to the their peers in School T, the traditional direct instructional group, School E students had more learning roles - (knowledge explorers, knowledge producers, and knowledge adventurers). Student in School T acted mainly as knowledge receivers; they mostly received and followed the teacher’s instruction and explanations of mathematical concepts, and then applied the received procedures to solve given mathematical problems.
The findings of the sequential relationship between teachers’ perceptions of mathematics/learning, teaching practice, and students’ knowledge/perceptions sheds new light on the social relationships between teaching and learning and the situated influences among classroom practices and students’ knowledge/competencies/perceptions. This investigation revealed that the constructivist approach seems to be an excellent medium to provide quality education. It is recommended that educators should re-introduce the use of a constructivist approach to teaching Mathematics because of its potential to enhance the quality of Mathematics education, which in turn augments students’ competency as future Mathematicians.
13 citations
TL;DR: In this article, the authors argue that understanding the transformative character of SI/CI requires taking into account a broader approach to the constitution of the mind, in which, apart from the personal and the sub-personal level of explanation, there is also a third level of explaining, the interpersonal level.
Abstract: In their article, Andrea Kern and Henrike Moll (2017) argue in support of a certain vision of shared/collective intentionality and its role in understanding our cognitive capacities. This vision is based on two aspects: a negative one, i.e. a theoretical diagnosis of the contemporary debate on shared/collective intentionality, and a positive one, referring to the proposals for shared/collective intentionality. As regards the negative aspect, the main thesis concerns the arbitrary assumptions underlying the whole debate on shared/collective intentionality. According to Kern and Moll (2017), this assumption prevents us from capturing the transformative character of shared/collective intentionality and therefore the uniqueness of the human being. This paper is not so much a detailed criticism or discussion of said article, as rather an opportunity to formulate my own position in the colloquy with Kern and Mole’s position. This approach states that understanding the transformative character of SI/CI requires taking into account a broader approach to the constitution of the mind, in which, apart from the personal and the sub-personal level of explanation, there is also a third level of explanation the interpersonal level of explanation. Thus understood, the ILE is a part of multi-level analysis and mechanism-based explanation, whereas shared/collective intentionality is one of the main mechanisms of the ILE.
13 citations
Cites background from "Cognition In The Wild"
...…concepts which indicate various aspects of transformative mechanisms at the interpersonal level of explanation, where the mind or cognition are “distributed” (Hutchins, 1995), “scaffolded” (Sterelny, 2010) or socially extended (“mental institutions”) (Gallagher & Crisafi, 2009; Gallagher, 2013)....
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...19 Undeniably, it is also possible to point to other concepts which indicate various aspects of transformative mechanisms at the interpersonal level of explanation, where the mind or cognition are “distributed” (Hutchins, 1995), “scaffolded” (Sterelny, 2010) or socially extended (“mental institutions”) (Gallagher & Crisafi, 2009; Gallagher, 2013)....
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References
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TL;DR: The authors argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses and that the landscape of affordances we inhabit as humans is very rich and resourceful.
Abstract: How broad is the class of affordances we can perceive? Affordances (Gibson, 1979/1986) are possibilities for action provided to an animal by the environment—by the substances, surfaces, objects, and other living creatures that surround it. A widespread assumption has been that affordances primarily relate to motor action—to locomotion and manual behaviors such as reaching and grasping. We propose an account of affordances according to which the concept of affordances has a much broader application than has hitherto been supposed. We argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses. By virtue of our many abilities, the landscape of affordances we inhabit as humans is very rich and resourceful.
628 citations
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TL;DR: Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding as discussed by the authors, which is a program of research in the learning sciences that I call "situative".
Abstract: This chapter discusses a program of research in the learning sciences that I call “situative.” The defining characteristic of a situative approach is that instead of focusing on individual learners, the main focus of analysis is on activity systems : complex social organizations containing learners, teachers, curriculum materials, software tools, and the physical environment. Over the decades, many psychologists have advocated a study of these larger systems (Dewey, 1896, 1929/1958; Lewin, 1935, 1946/1997; Mead, 1934; Vygotsky, 1987), although they remained outside the mainstream of psychology, which instead focused on individuals. Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding. Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engestrom, 1993; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996). I use the term “situative” because I was introduced to the perspective by scholars who referred to their perspective as situated action (Suchman, 1985), situated cognition (Lave, 1988), or situated learning (Lave & Wenger, 1991). I prefer the term “situative,” a modifier of “perspective,” “analysis,” or “theory,” to “situated,” used to modify “action,” “cognition,” or “learning,” because the latter adjective invites a misconception: that some instances of action, cognition, or learning are situated and others are not. During the 1980s and 1990s these scholars and others provided analyses in which concepts of cognition and learning are relocated at the level of activity systems.
545 citations
TL;DR: This work argues that advances in digital technologies increase innovation network connectivity by reducing communication costs and increasing its reach and scope and increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration.
Abstract: The increased digitization of organizational processes and products poses new challenges for understanding product innovation. It also opens new horizons for information systems research. We analyse how ongoing pervasive digitization of product innovation reshapes knowledge creation and sharing in innovation networks. We argue that advances in digital technologies 1 increase innovation network connectivity by reducing communication costs and increasing its reach and scope and 2 increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration. These developments, in turn, stretch existing innovation networks by redistributing control and increasing the demand for knowledge coordination across time and space presenting novel challenges for knowledge creation, assimilation and integration. Based on this foundation, we distinguish four types of emerging innovation networks supported by digitalization: 1 project innovation networks; 2 clan innovation networks; 3 federated innovation networks; and 4 anarchic innovation networks. Each network involves different cognitive and social translations - or ways of identifying, sharing and assimilating knowledge. We describe the role of five novel properties of digital infrastructures in supporting each type of innovation network: representational flexibility, semantic coherence, temporal and spatial traceability, knowledge brokering and linguistic calibration. We identify several implications for future innovation research. In particular, we focus on the emergence of anarchic network forms that follow full-fledged digital convergence founded on richer innovation ontologies and epistemologies calling to critically re-examine the nature and impact of modularization for innovation.
418 citations
TL;DR: A blind IQA model is proposed, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison and is not only much more natural than the regression-based models, but also robust to the small sample size problem.
Abstract: This paper investigates how to blindly evaluate the visual quality of an image by learning rules from linguistic descriptions. Extensive psychological evidence shows that humans prefer to conduct evaluations qualitatively rather than numerically. The qualitative evaluations are then converted into the numerical scores to fairly benchmark objective image quality assessment (IQA) metrics. Recently, lots of learning-based IQA models are proposed by analyzing the mapping from the images to numerical ratings. However, the learnt mapping can hardly be accurate enough because some information has been lost in such an irreversible conversion from the linguistic descriptions to numerical scores. In this paper, we propose a blind IQA model, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison. Images are represented by natural scene statistics features. A discriminative deep model is trained to classify the features into five grades, corresponding to five explicit mental concepts, i.e., excellent, good, fair, poor, and bad. A newly designed quality pooling is then applied to convert the qualitative labels into scores. The classification framework is not only much more natural than the regression-based models, but also robust to the small sample size problem. Thorough experiments are conducted on popular databases to verify the model’s effectiveness, efficiency, and robustness.
360 citations
TL;DR: The current state of the descriptive information-processing model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics are reviewed.
Abstract: About a decade ago, psychology of the arts started to gain momentum owing to a number of drives: technological progress improved the conditions under which art could be studied in the laboratory, neuroscience discovered the arts as an area of interest, and new theories offered a more comprehensive look at aesthetic experiences. Ten years ago, Leder, Belke, Oeberst, and Augustin (2004) proposed a descriptive information-processing model of the components that integrate an aesthetic episode. This theory offered explanations for modern art's large number of individualized styles, innovativeness, and for the diverse aesthetic experiences it can stimulate. In addition, it described how information is processed over the time course of an aesthetic episode, within and over perceptual, cognitive and emotional components. Here, we review the current state of the model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics.
329 citations